O gênero diário como prática discursiva na sala de aula

Abstract

This dissertation aims to expose and discuss the development and application of a sequence of didactic intervention activities with practices of reading, writing and text production based on the historical course of the diary genre, demonstrating that this was not a genre always considered intimate or belonging only to the sphere of the feminine. For this, we initially developed and applied a questionnaire to diagnose students' knowledge about the author's concept, author, reader, structure and purpose. The analysis of the answers was the basis for the development of activities to improve the study of this genre for students of the 6th grade of an urban municipal school in the city of Patrocínio/MG. In the first step, we read and discussed in the classroom the text ―The Invisible Man‖ as motivation for the first written production of an intimate / fictional diary, elaborated during seven days by the students. In the following step, we read A Carta de Pero Vaz de Caminha (for children) and fragments of Christopher Columbus' navigation diary to establish the relationship between history and fiction and so we get to the fictional diaries Robinson Crusoe and Minha vida de menina. In addition to the fictional diaries, we also watched the animated movie Robinson Crusoe (best known in Brazil as As aventuras de Robinson Crusoe) and the film adaptation Vida de menina. The results were satisfactory; the students became very involved with the readings and activities proposed. They have demonstrated that they practice diary writing in their day-to-day life and they do not consider it an exclusive genre for girls, although they agree that this idea still prevails in today's society because girls dedicate themselves to this type of writing more than the boys do. The discussion about reality and fiction in the works read was very useful, so we come to the conclusion that the diary itself does not only reports the "real" because it is already a fragmented writing of the self that writes, since this is no longer the same as the moment in which the facts narrated occurred. Finally, we organized in a notebook the activities we have elaborated and developed as a suggestion for classroom application by other teachers.