Banca de QUALIFICAÇÃO: LIZANDRA APARECIDA DE AZEVEDO SILVA

LITERACY IN WORK ACTIVITIES: A WRITING PROPOSAL WITH MEMORIES.

Portuguese Language Teaching-Learning Process. Literacys. Discursive Genre Memories.

This work comprises reading and writing practices with the genre memories from the rescue of literacy in work activities and reports from parents or other family members of the students in order to improve the writing activities of the class. The main objective is to analyze the application of a Gender Didactical Proposal (PDG) that contemplates the work literacy experienced by parents and other members of the school community, based on writing practices developed by students, with the discursive genre memories. Specifically, we set out to apply the didactical proposal of genre focusing on the difficulties presented by the students in their written productions, as well as to develop writing skills from proofreading and refactoring practices based on the specific discursive aspects of the genre memories. This intervention took place in a class of 8th grade elementary school students from a state public school in the city of Acari-RN. Methodologically, it is an action research (THIOLLENT, 2011), with a qualitative approach to data (BODGAN; BIKLEN, 1994). For such, we take as theoretical contributions the foundations coming from Literacy Studies as social practices (KLEIMAN, 2012; SOARES, 2001; ROJO; OLIVEIRA, 2008), as well as from the Work Letters (PAZ, 2008) and the theory of Discursive Genres. (BAKHTIN, 2003), more specifically with emphasis on Discursive Genre Memories (CLARA; ALTENFELDER; ALMEIDA, 2010) as a material artifact in literacy practices. The results of the intervention proposal point to the improvement of students' reading practices and written productions, as well as the approximation of their family histories through the construction of the discursive genre memories.