Carta de denúncia: o ensino de escrita como instrumento de transformação social

Abstract

All human activities are motivated by reasons linked to the needs of everyday life, this is, no individual performs actions that do not make sense for his/her existence, therefore, any teaching activity is inconsistent, among them, the teaching of writing, with no connection with the daily lives of students. An effective way to unite school practices with the student’s real world is to develop pedagogical actions capable of modifying the environment in which he/she resides. In this sense, it is advisable to think about initiatives linked to the social exercise of citizenship, similar to what was done in the present work, in which the main objective was to analyze the teaching-learning process of written production of the letter of denunciation, the object of the answer of 9th grade students from a school in the municipal system of João Pessoa-PB to a social problem that affects them. Our theoretical framework was, among others, the following authors: Bakhtin (1997) and Marcuschi (2008), in relation to discursive genres; Geraldi (2011) and Travaglia (2009), about language concepts; Antunes (2003) and Koch (2017b), about writing and its teaching; Kleiman (1995) and Street (2014), regarding social literacy; Motta (2013) and Nascimento (2007), concerning the letter genre; Lauria (2011) and Leite, Silva and Fonseca (2017), about the letter of denunciation; and Dolz et al. (2011), regarding Didactic Sequences. The research has an applied and interventional natures, therefore, it fits the category of action research. The corpus of the analysis is composed of 10 productions, initially written and later rewritten by students of the 9th grade of elementary school at a school located in the city of João Pessoa. Following the guidelines expressed in the Didactic Sequences, we first presented the situation, from which the students identified and chose a social disorder in the community to be reported to the competent body. After certain activities focused on discursive aspects of the textual genre, the first production was written, from which we elaborated the interventional work focused on the thematic content, the compositional structure and the linguistic style of the letter of denunciation. After carrying out the analytical process, comparing the initial and final productions, we found advances in students’ writing, from which we concluded that the teaching of writing, through the Didactic Sequences by Dolz et al. (2011), associated with social actions of citizenship, is capable of generating satisfactory results.