A sequência didática e a produção do gênero diário pessoal em uma turma de 3º ano do ensino fundamental

Abstract

The teaching of Portuguese Language has been going through great transformations in its way of using didactic proposals. In the present study, we propose an organization of teaching through a didactic sequence focusing on the personal daily genre, from a Social Interactionist perspective, in a municipal institution located in the capital of Paraíba. Our main objective was to investigate which advances and difficulties registered in the development of a didactic sequence of the personal diary genre with students of the 3rd year of Elementary School. And, more specifically: a) to analyze the elaboration and conduction of a didactic sequence of the personal diary genre, in the socio-communicative and discursive aspects of textual production; and, b) investigate which elements of the genre are included in the writing of the personal diary. In order to generate and obtain the data, we developed a collaborative research, based on the methodological foundations presented by Applied Linguistics, in a qualitative-interpretative perspective, in which the professor actively participated in the whole process, from the elaboration of the didactic sequence to the analysis of the students' productions at the end of the course. In the analysis and writing of our results, we base ourselves on the theoretical-methodological assumptions defended by Social Discourse Interactionism (SDI), with regard to language capabilities, more precisely to action capabilities. We found that the teacher used different strategies, such as ways to facilitate reading, rereading, discussion and interpretation of texts, expansion and suggestion of activities, texts and videos, emphasizing production parameters in order to promote the understanding of the genre, because, even if the students have presented some difficulties, they’ve re-signified such production. The results, in general, point to the importance of a suitable pedagogical planning, which considers the students' significant learning, through objectives and activities that stimulate and allow the expansion of knowledge and, consequently, of literacy and literacy rates.