A produção de texto e as FVNexA na educação básica: reflexões e proposições

Abstract

This study aims to investigate text production in basic education, using text linguistics and studies on textual genres as a basis. Based on a critical analysis of the educational system, the contribution of text linguistics and studies on textual genres in the school context is examined, highlighting their relevance for the development of students' communication skills, especially in text elaboration. The objective is to analyze the discursive dynamics and sociocognitive functions of textual genres in human interactions, as well as to identify effective pedagogical methodologies for their incorporation into the school curriculum. It also seeks to investigate how textual genres can be used as pedagogical instruments to improve the learning process and promote the development of students' communication skills, developing a more comprehensive and contextualized education, especially in text production processes. To this end, the theoretical-methodological procedure used is the contributions of text linguistics and studies of textual genres, especially the research of Koch (1989, 2015, 2010) and Marcuschi (2008, 2010, 2012). Furthermore, the use of Digital Information and Communication Technologies (TDIC) by both teachers and students and the FVNexA tool are considered, based on the reflections of Matos (2020) on the application of these tools in the educational context to stimulate student participation and creativity, enhancing the development of writing skills in the school environment with greater intensity. As a contribution of this research, we highlight the potential improvement in the quality of writing learning and in the development of students' critical thinking, caused by their contact with the digital age. The use of virtual tools plays a significant role, especially in favoring textual organization; however, the difficulty of accessing appropriate digital environments is identified as a limitation, due to adverse conditions, such as insufficient resources and limited support from educational institutions. Despite this, the research indicates that it is possible to develop innovative pedagogical practices, highlighting the conscious and targeted use of digital technologies as a great strategy to make writing teaching more inclusive and meaningful.