Nossos monumentos, nossas histórias: uma proposta de produção de crônicas para o ensino fundamental

Abstract

Developing strategies to foster the acquisition of writing skills by the student is a challenging assignment for mother tongue teachers. Among the obstacles that hinder this task are the lack of linguistic repertoire and the wide influence of digital media in the lives of young people, which, not rarely, from indiscriminate and uncensored use, considerably affects their cognitive development. Taking not only this scenario into account, but also the results of national and international evaluations that prove the emerging need for actions aimed at improving the quality of students' writing, this work considers its teaching from a procedural perspective, materialized in different stages. In this conception, based on action research, of qualitative nature, we applied in an eighth-grade class of Elementary School, at the Gumercindo Bessa State School, located in the city of Estância/SE, a sequence of activities focused on the textual production of the chronicle genre, a relatively short narrative type that induces reflection through simple and informal language. This sequence sought to raise awareness in the students about the recognition and appreciation of the historical monuments that make up the material heritage and the respective elements of intangible value of the local community. Methodologically, it is distributed in 6 stages: 1) Recognizing the genre – reading and studying chronicles that relate to the theme in focus; 2) Monuments that revive memories – walk through the streets of the city; 3) Our heritage, its stories – conversation circle; 4) Roulette of monuments – the game in action; 5) Planning and production of chronicles; 6) Proofreading and rewriting. As a didactic resource, a pedagogical notebook was prepared aimed at Portuguese language educators, which can assist in the strategies of textual production. In theoretical terms, authors such as Freire (1982), Martins (1997) and Cafiero (2010), with considerations about the conceptions of reading and the importance of the formation of critical readers; Marcuschi (2008), who honors the inclusion of textual genres in language teaching; Sá (2001) and Cândido (1992), who highlight the definition and relevance of the study of the chronicle genre; Passarelli (2012), whose guidelines ensure that the teaching of procedural writing and the inclusion of playfulness contribute significantly to the production of school texts; Silva and Cardoso (2020) and Azevedo and Freitag (2020), who emphasize the contribution of educational products created within the scope of ProfLetras. The analysis recorded the success of the students in the face of the proposed activities, who felt motivated to practice writing based on a theme related to their reality. His final productions culminated in the exhibition of a mural in an interdisciplinary project of the aforementioned school, confirming that the work with procedural writing provided an expressive evolution in the subsequent versions with more autonomy in rewriting.