O entrelaçamento da oralidade com a escrita na produção de narrativas de alunos do Ensino Fundamental II

Abstract

This paper analyses the presence of orality resources in narratives written by sixth graders in Secondary School (Ensino Fundamental II) and how such resources can be handled to facilitate the mastering of the written production, through retextualization and rewriting. The theoretical basis is founded on the bakhtinian conception of intersectional language, on Geraldi’s (2012, 2013) proposal of an interaction between reading, writing and linguistic analysis, on the studies on textual formulation of orality and writing presented by Marcuschi (2003, 2007, 2008, 2010) and on Belintane’s (2013) research on the influence of oral tradition in the process of literacy and written production. To materialize this research, we chose a 6th grade class in a public municipal school in Uberaba, Minas Gerais. Basically, the method used in the production and selection of the data is the indiciary, for it allows us to have a perception of the linguistic singularity that defines the presence of orality in the written narratives. The quantitative data shown only refers to the number of participants in the selected group. The pedagogical practices, divided into two steps, lasted for one semester, taking place once a week, in equal classes. During the first step, the students produced an oral narrative that served as a foundation for the building of a written report. Possessing this production, we went for the analysis, defining the traces of orality in the written narratives and the planning of a sequence of pedagogical activities, composed of a comparative study in two modalities, retextualization of the oral text, rewriting of small excerpts from the group, study of some cases of punctuation and spelling, concluding with a rewriting of the first text by the student themself. The second step showed a comparative study of different text genres, approaching the topic Saci Pererê. This study represented the basis for the production of a new written narrative whose goal was the application of the applied studies and, consequently, its rewriting. The results were very expressive. Previously, the students couldn’t differentiate, save few exceptions, the structuring of a written narrative, the development of the topic, the punctuation and use of indentation. After the practices were carried out, they could differentiate the formulation of the written text from the oral. They reduced, consistently, the use of cohesive elements taken from orality in their writing. They started to transform the contextual and extralinguistic elements from the oral text into information or descriptions from the written production, building a more sequential development, organized into paragraphs, indentation, framing ideas via punctuation.