Produções de narrativas: fazendo movimentar os discursos sobre bullying em uma turma do 7º ano

Abstract

The present study study starts from the need for a more reflective intervention in the teaching of writing in a classroom context, taking into account the discursive difficulties of the students, and the assumption that the production of text in the classroom should be considered both by the teacher, as by the student, as a set of activities to be gradually built and improved, involving not only the linguistic code, but also the conditions of production, among them, ideas, experiences, opinions and own thoughts of subjects who put in the text their mode to see the world, committing itself to the word. In this context, this study aims to contribute to the reflection about the textual production process in the school, and its relation with the formation of the student and the teacher. It is a research-action of a qualitative nature, through which we intend to discuss alternatives to answer the following question: How can the conditions of text production, worked in the classroom, lead the student to the domain of his discursive position in the text that produces? The data collection for the study was carried out during the development of a didactic sequence (DS), having as corpus the texts produced by the students and as object of study the discursive position of the student, regarding the discussion of the cross-cutting theme bullying in the classroom. Bringing concepts of discourse and ideology to a real and situated situation of text production, analyze our object of study, dialoguing with the theoretical assumptions of Discourse Analysis developed by Michel Pêcheux (2014; 2010), by his followers like Orlandi (1992, 1996, 2006, 2007, 2008, 2012), Brandão (2012), Fernandes (2007) among other representatives of Discourse Analysis in Brazil, focusing on discourse, subject, discursive and ideological, interpretation notions, among other concepts. It is also based on Dolz, Noverraz and Schneuwly (2004), for the elaboration of a didactic sequence (DS), and in a methodological line of production of written text as process, in the theoretical assumptions of Geraldi (1997, 2010,2012), Ruiz (1998), Passarelli (2012) among other contributions that present possibilities of working with the production of text, in a discursive perspective, providing reflections capable of provoking other looks for the production of text in the classroom. Final results point to a significant evolution regarding the discursive position and knowledge domain in the students' written production, contributing to the reflection and discussion of the development of textual production teaching in the school context, in order to contemplate the construction of the place of authorship of the student in their written production.