Memória literária e Análise Linguística: uma intervenção na escrita de alunos do 7. ano do Ensino Fundamental

Abstract

This dissertation had as main objective to verify how a conception of language and of instruction based on the interaction can help the teacher of Portuguese Language (LP) to plan a theoretical-methodological route so that the student of Elementary School II can advance in writing skills.This paper aims to develop a didactic intervention which seeks linguistic improvement in writings of Literary Memories by 7th graders in Secondary School (Ensino Fundamental). In this intervention, the work with text in an interactionist conception of language, under the light of Linguistic Analysis (LA) (GERALDI, 2011, 2013) will be predominant. The mentioned conception is presented as a change in the ways of leading the linguistic studies in classroom, based on the reading and writing of texts as significant social actions. The intervention started with the reading of Literary Memories by seasoned authors – Barros (2010), Belinky (1995), Gattai (2000), Laurito (2002) – so that the students could have a reason to say and the means to do so. The written production, in turn, led the handled linguistic activities in order for students to progress in the rewriting of their texts. The analyzed corpus was composed of the initial productions and rewritings made in two intervention plans: a pilot, given to a 25 student group in a state school in Uberaba – MG and the final intervention plan, given to a second 32 student group also in 7th grade at another state school in the same city. The analysis of the productions and rewritings sought to verify whether a teaching proposal based on LA could help the students to improve their writing and also text order (progression, cohesion, coherence), syntactic (verb agreement) and spelling related issues, adequate to the LA text. As a result, LA is presented as a methodology that renders the linguistic work more significant, since it focuses on abilities of expressing themselves that the students do not seem to master. Besides that, prioritizing the student’s text as a take back of the apprentice-subject’s voice on the methodological doing in class allows the teacher and the student to own the production of knowledge.