Autoria em produção de reconto do texto literário

Abstract

The present study's theme is "The Contribution of Authorship Procedures to Pedagogical Practice in the Retelling of Literary Texts," whose objective is to understand how authorship procedures (planning, writing, revising, rewriting) are constitutive of the writing development of students in the Early Years of Elementary School. To achieve this understanding, we listed the following specific objectives: to discuss authorship procedures, converting them into practices for learning authorship in students' written works; and to analyze the students' authorial journey. The study was organized from a qualitative, exploratory research perspective. Regarding the data collection and analysis instruments, we used action research. Thus, this work was constructed based on the reflection of a practical activity carried out for the Reading and Text Production Curricular Component. The study reported was conducted in a public school in the interior of the state of Paraíba, Brazil, with 15 children aged 9 to 10. This article is divided into two sections. The first section addresses written language and the constitution of the subject, and the second, authorship procedures. The data gathered in the research and analysis process allowed us to address the proposed objectives and demonstrated that authorship procedures enable students to cope with the fear of not being able to write, and to feel capable of producing autonomous texts, bringing their identity, knowledge, and stories to their textual productions. Spontaneous and authorial texts enable students to express their own voices, characterizing them as their own, personal, and defined by the subjectivities inherent in each of them as writers.