O ensino da escrita na perspectiva do letramento: uma proposta para o 5º ano do ensino fundamental

Abstract

The general objective was to design and implement a didactic proposal for the teaching of writing from a literacy perspective, focusing on the autobiographical genre, aiming at the consolidation of writing skills and the social use of language among 5th-grade students of the Elementary School Early Years, at Escola Municipal Ativa Integral Analice Caldas, located in João Pessoa, PB, Brazil. In this sense, the investigation sought to develop pedagogical strategies that articulated literacy practices with the production of texts meaningful to students’ lives. The approach focused on the autobiographical genre, using the didactic sequence as a tool to foster the development of writing skills, taking into account the students’ social and cultural contexts. The research was supported by theoretical frameworks that contributed to the understanding of the object under analysis, highlighting the studies of Soares (2000, 2005, 2011, 2022), Bakhtin (1997), Ferreiro (2000), Ferreiro and Teberosky (1999), Kleiman (1995, 2007), Marcuschi (2008, 2010), and Silva (2022), among others, which discuss the teaching of writing in the early years of Elementary Education from the perspective of Applied Linguistics. To support the work with the didactic sequence, the frameworks of Dolz, Noverraz, and Schneuwly (2004) were mobilized. Additionally, this research engages with official documents that guide Brazilian education, such as the National Curriculum Parameters (1997) and the Common National Curriculum Base (2018), particularly regarding the conception of writing linked to literacy practices. In the methodological field, a qualitative approach was adopted in conjunction with action research, based on the reflections of Esteban (2010), Tripp (2005), André (1995), Gerhardt and Silveira (2009), and Prodanov and Freitas (2013), whose contributions enabled the delineation of the investigative procedures employed. As an analytical instrument, the textual productions of autobiographies by 11 (eleven) students were considered. The study took as a reference the comparison between each participant’s initial and final production. The analysis showed that, although orthographic errors persisted, there was notable progress compared to the initial production, especially regarding the structure and clarity of writing.