Escritonomia: uma proposta de escrita processual para os anos finais do ensino fundamental

Abstract

Writing, extraordinarily based from work with genres, engage a fundamental place in the development of different cognitive habilities, enunciative and discursive of the students. Despite being inserted in the social context, students still find it very difficult to register their positions in this modality and rarely recognize rewriting as an indispensable step for clarifying ideas and imputation the meaning they wish to comunicate to the texts. Be aware with this reality and in light of a procedural perspective, according to which writing is an activity that materializes in different stages, the present work takes procedural writing as an object of teaching, through an interactional practice that took into account ludicity, intervention and mediation of the teacher. Methodologically, a Didactic Track was developed consisting of six modules of textual production activities that included, among others, the news genre, the podcast for retextualization activity, a game – called Textícia – and the practices of reviews and rewriting texts, the which were published in a craft magazine, Fanzine. Such actions were adopted to an 8th year class at Escola Municipal José Osete de Carvalho, Cardeal da Silva/BA, and culminated in the production of a Pedagogical Notebook with technical guidelines for possible replication in other grades and/or school spaces. In theoretical terms, authors such as Almeida (2009), Berto and Greggio (2021), Costa Val (2009), Marcuschi (2010), Passarelli (2001, 2011, 2012) and Silva (2015, 2018, 2019), whose reflections endorsed a teaching perspective centered on the evolution of student autonomy. The analysis recorded the students' success in the proposed activities, notably increased by the playfulness inherent to the Textícia game, which stimulated interest in writing, understood under a procedural approach and, therefore, worked on in stages, from planning to rewriting. This condition was experienced and felt by the students, who had visible improvements in the versions of the texts they produced and, by extension, defended, in an event held at school, the importance of work of this nature, endorsing the idea that writing is something that you learn by practicing step by step.