Elementos caracterizadores de gênero e uso estilístico do ponto final na produção de crônicas literárias no fundamental II

Abstract

The Portuguese language teaching has become a challenge for teachers of this field. In this subject, the teaching-learning of contents is still built, based on exhaustive practices of a mechanical, structuralist and meaningless teaching for the target students. And such practices point to the maintenance of certain misplaced positions: understanding the language well is not for everyone, managing well the code is a gift. Resizing these and other positions that pervade the crystallized practices, in the classroom, is a challenge to the teacher of the present time. In this perspective, there is the teaching of the punctuation that has been applied in the classroom with methodologies that are not very productive, despite its importance in the writing process, in the Portuguese language class, especially in the final years of elementary school. In this way, the role of the school should be to motivate the written production of its students, increasing the communicative competence of these students. In view of this scenario, this research aimed to analyze the use of the final point as a stylistic operator and a sense producer in the chronic literary genre in the 9th year of elementary school, reflecting the individuality of the speaker (or writer) and its indissoluble connection with the speech. In order to reach the proposed objective, this research used as a theoretical basis the language as an interactional process, in the Bakhtinian perspective and also the elaboration of a sequence of activities, based on the Didactic Sequence of Dolz, Noverraz and Schneuwly (2004). Dahlet studies on punctuation, Possenti (2001), (2006), Chacon (1998), Antunes (2007), Travaglia (2009), Brasil (1998) on Portuguese teaching. It was a quantitative-qualitative research of bibliographic, documentary and action-research. The corpus of the research was composed of 20 written productions of 9th graders of a public school in Guarabira / PB. From these productions 10 were in the initial and final production.The results point to some difficulties presented by the students regarding the written production of the chronic genre: unstructured, incoherent and disarticulated texts, mainly due to the difficulty of punctuating according to the propositions of the contents traditionally worked in the classroom, especially, in the initial productions. Despite the mentioned difficulties, some students were predisposed to participate in the activities, thus demonstrating some advances in the final productions regarding the dimensions of the discursive genre: literary chronicle, as well as the stylistic aspects with respect to the final point, showing individual choices, whose self-expressiveness maintains dialogic relations by the nature of the verbal communication intention.