PRODUÇÃO DE TEXTO NA ALFABETIZAÇÃO

Abstract

Learning written language is a process of construction and interaction between the subject and the environment in which he lives. With this in mind, we cannot separate language and society. Writing acquisition is not the same for all children, each has a rate of assimilation, and the process may vary within the same age range. This research aimed to apply writing practices in a class of the literacy cycle, based on learning rights and deepen the knowledge about the process of language acquisition. All this affiliated to an interactionist perspective, in which language is put at the service of social interactions. For theoretical reasons, we are based on BAKHTIN (1995), VYGOTSKY (1998), ROJO (2009), MARCUSCHI (2008), SCHNEUWLY (2004) and the Documents developed by MEC for Literacy. Methodologically, we will start from a presentation about our perspective of writing and language conception as a social practice. Then, we describe and analyze the application of the chosen teaching sequence, working with the autobiography genre, aiming at the consolidation of the right to the production of written texts in literacy and the impact of this activity on children and on our teacher education. The analyzes show the effectiveness of the evolutionary process of children's writing, focusing mainly on the writing and rewriting work of the developed activities and also reveal that the writing process is the same for everyone at different levels of education.