Produção de notícia no sexto ano do ensino fundamental: a importância da intervenção pedagógica

Abstract

This research sought to investigate the importance of newspaper reading for news production. In addition, it was part of the research the elaboration of a sequence of activities, as a proposal of pedagogical intervention that contributes to the construction by the students of knowledge necessary to become producers of that genre. The research was carried out with students of the sixth year of Elementary School II in a State School in the city of Olímpia / SP. Its main objectives are: a) to investigate the students' habit of reading the newspaper and their contribution to teaching news production; b) to work on reading, interpreting and producing news, taking into account discourse, intelligibility, articulation of ideas and compositionality of the textual genre; c) lead students to rewrite the text produced, revising it, after the educator's textual-interactive intervention, made from comments at the end of the students' text (“post-text”) in the form of “notes”, which described deviations from the text or the task of correction (RUIZ, 2013), aiming to improve students' writing skills; d) verify how pedagogical interventions contribute to students' writing development. The line of research is language studies and social practices, linked to the Master's Program in Letters - ProfLetras (UFTM). Our study is based on the theories of Bakhtin (1992), Marcuschi (2008), Ferrarezi Júnior and Carvalho (2015), Calkins, Hartman and White (2008), Franchi (2002), Ruiz (2013), among others. As methodological procedures, we initially applied a questionnaire to obtain information about the students' reading habits. Also, we conducted a diagnostic survey - dialogue with students to analyze previous knowledge about the news genre to be studied, with some questions in a conversation circle. Diverse activities of reading, interpretation and textual production of news followed with the newspaper - Gazeta Regional, chosen for being a newspaper of circulation in the city and, therefore, familiar to the students and other news selected from the state pedagogical material, because they are available and within everyone's reach. Finally, the students rewrote the texts produced, after the textual-interactive intervention. As a conclusion, we found, from the interpretation of the data, that the educator's pedagogical intervention is necessary and the resource of the textual-interactive intervention, through notes, demonstrated efficacy, stimulating students to reread their productions and review them, thus improving, with each new production, writing skills.