Do conto à notícia: uma proposta didático-metodológica com a retextualização escrita no 8º ano do ensino fundamental

Abstract

The teaching-learning process of the Portuguese language faces challenges, mainly related to the issue of students' written production. Given this reality, the development, in the classroom, of textual production activities that are organized and coherent with the communicative situation becomes relevant because the retextualization of short stories into news favors contextualized practices and is characterized as a way to stimulate creativity in the development of textual production. This process, in addition to supporting different reading and writing practices, meets the normative assumptions of Basic Education, such as the National Common Curricular Base and the National Curricular Parameters. In this sense, the general objective of this work is to analyze how retextualization can stimulate the creativity and interest of 8th grade elementary school students in writing based on the textual/discursive genres short stories and news. Situated in the area of Applied Linguistics, this work follows a dialogic and interactive conception of language and is based on the studies of Bakhtin (2000) and Marcuschi (2008). And to support studies of language and social practices in the classroom based on textual genres and the retextualization process, this research was based on Matêncio (2003), Marcuschi (2008), Benfica (2012) and Dell’Isola (2007). To this end, methodologically, an intervention work was proposed that took place in an 8th grade class of Elementary School - Final Years - in a public school in the rural area of the municipality of Solânea/PB. Thus, this work is characterized as action research with a qualitative approach. In line with the proposition, a sequence of activities with short stories and news genres was presented, followed by retextualization and analysis of the material produced by the students in the class. Based on data, it was perceived that the students experienced a pleasurable way with the genres of short stories and news, redefining their conceptions of narratives known since Early Childhood Education, and using them in the production of news in a creative way. It is concluded that retextualization awakened the students' interest in the process of institutionalized textual production, since it allowed the linking of discourses, experiences and sociocultural repertoire of the students in favor of meaningful writing.