Alfabetização e escrita autoral: vivências em uma escola do campo no interior da Paraíba

Abstract

The article, titled "Literacy and Authorial Writing," aims to reflect on the learning of authorial writing through the reading of literary texts in the classroom with third-grade elementary school students. This project emerged from observations that allowed me to realize that, although most of the students were in the alphabetical writing stage of the Portuguese language, the class teacher did not yet use the authorial path strategy in the classroom. This would guarantee students' autonomy in authentic, clear, articulate, and creative writing, in addition to helping these children complete their literacy cycle. This situation enabled me to intervene pedagogically by presenting teaching and learning activities aimed at resolving this issue. These activities were carried out as part of a Supervised Internship in the Pedagogy Degree program at UFPB Campus III, which ran from August to November 2023. To achieve the desired results, I based my research on the following specific objectives: Encourage original writing through the reading of literary texts and written production in the classroom; Demonstrate teaching activities related to the authorial journey in the classroom to contribute to teacher training; Show how the use of original texts can be a facilitating resource in the process of acquiring original writing in children. The methodology used to develop this research is qualitative. Data collection and analysis procedures were participatory, through observations conducted during the internship. Given the importance of using literary texts in children's acquisition of original writing, activities were developed at a public school in the state of Paraíba, with 13 students enrolled, eight girls and five boys, aged between 8 and 9. To provide a theoretical basis for this project, I studied the authorship process. Through my own experience, I learned about the process in Literacy and Reading and Original Writing. These texts provided me with knowledge of the works of various authors in the field, allowing me to understand the authorship processes: planning, reading, writing, revising, and rewriting.