Gênero carta pessoal: uma proposta metodológica para compreensão do texto como processo

Abstract

This study aimed to promote situated writing practices through a series of learning activities designed for a 5th-grade class. The primary focus was on facilitating the production, revision, and rewriting of Personal Letters. The inspiration for this endeavor arose from observations made during an internship for Pedagogy students in elementary school classrooms. It became evident that written production was not being cultivated as a progressive process. Many teachers assigned writing tasks but provided little or no feedback to students, and in some cases, neglected this practice altogether. Some educators held the belief that certain students, due to their writing difficulties, were incapable of producing "good texts." As educators, it is our responsibility to investigate the underlying causes of students' learning challenges and to develop approaches that enhance their learning experience. In response to this need, we developed a dynamic classroom writing methodology centered around contextualized writing. The objective was to shift the perception of writing from a mere time-filling activity to a meaningful learning tool that advances the class's progression through fresh perspectives on textual production. Consequently, we designed a set of learning activities based on the book "Uma carta especial para o papai Noel" ("A special letter to Santa Claus" in English) to demonstrate alternative and dynamic approaches to writing production within the classroom setting. This approach was intended to boost students' confidence in the writing process and familiarize them with the writing context. The writing of Personal Letters, along with the subsequent revision and rewriting processes, were grounded in the theories of Serafini (2010) and Ruiz (2013). Through this research, we aim to underscore the importance of initiating the development of the writing production process from the early years, as it forms a crucial foundation for other modes of education. It is imperative to acknowledge the various stages of writing, following Ferreiro and Teberosky's (1999) insights, as children progress through these phases when acquiring literacy, eventually attaining autonomy in creating their own texts. The proposed writing production approach was implemented in a 5th-grade class at the Profª Francisca Flor Municipal School in Santa Cruz da Baixa Verde, Pernambuco, involving 37 participating students. It is assumed that many skills related to both reading and writing have already been acquired in previous grade levels. This methodology was grounded in action research with a qualitative approach and reflective investigation, encouraging educators to contemplate the methodologies employed in their daily classroom practices. As previously mentioned, data generation involved the participation of a 5th-grade class, and data were collected through the application of the aforementioned set of learning activities, employing correction methods that were resolute, indicative, classificatory, and interactive.