A crônica e sua composição: o ensino de leitura e produção textual numa perspectiva sociocultural

Abstract

This academic work presents a study on the chronic genre and its various possibilities of interaction in the socio-educational environment. It is analytical-bibliographic research aimed at aspects of the use of chronicle in Basic Education. In this sense, the objective is to work the teaching of reading in an integrated sociocultural perspective, taking into account the theoretical-methodological strategies that seek to streamline the teaching of chronicle and its categories, in addition to emphasizing its importance as a discursive genre. Therefore, an intervention proposal was prepared, designed for the final grade of Elementary School II, with a view to presenting, debating and exploring aspects of the chronicle genre, in order to bring text, context and reader closer together. To make the proposal viable, three reading workshops were prepared, the first of which was intended to present the proposed genre and its categories, the second aimed at deepening the knowledge of the literary chronicle, contemplating the procedures of reading, interpretation and construction of meaning, and the third for project evaluation and completion activities. The final product focuses on the elaboration of a chronicle and is based on the students' perception from the construction of meanings and the relationships they manage to mediate between the real and fictional environments. To support the work, studies developed by Marcuschi (2008), Bakhtin and Voloshinov (1979) are used as a parameter, with regard to discursive genres and the social function of language; Kleiman (1995), Saraiva (2006), Dalvi (2013), Cosson (2014) and Zilberman (2016), with regard to literacy and reading strategies; Rojo (2009), Koch (2009) and Oliveira (2010), with regard to multiliteracies; and Arrigucci (1987), Becker (2013) and Siebert (2014), with regard to the chronicle genre and its etymology. At the end of the process, the activities provide means for students to improve their critical perception and improve their ability to identify and understand the genre worked on, in addition to assimilating what is not explicit in the texts and speeches, whether of linguistic composition or literary.