Produção de recontos através do ciclo de ensino e aprendizagem: um estudo com base em gêneros de texto a partir da linguística sistêmico-funcional

Abstract

In the contemporary context of Portuguese Language teaching in the early years of Elementary Education, it becomes imperative to implement pedagogical practices that transcend fragmented approaches and promote an organic integration between reading, writing, and linguistic reflection in a systematic, contextualized, and socially meaningful manner. Within this framework, the reading and production of children’s narratives emerge as highly effective pedagogical tools, as they foster not only the development of discursive and textual competencies, but also the expansion of students’ cognitive, interpretative, and critical-reflective capacities. It is within this theoretical and methodological framework that the present study is situated, whose general objective is to investigate the production of retellings by 4th-grade students, taking the Teaching and Learning Cycle (TLC) as its structuring axis. This approach organizes the teaching process into a carefully planned pedagogical progression, beginning with detailed and guided reading of texts, advancing to the joint construction of knowledge—within a collaborative and mediated perspective—and culminating in individual production, at which point students mobilize, with relative autonomy, the linguistic and discursive resources appropriate to the genre under study. The study is grounded in the principles of Systemic Functional Linguistics (SFL), as outlined by Halliday and Matthiessen (2014), which conceptualizes language as a system of socially situated semiotic choices, as well as in the genre-based approach developed by Martin and Rose (2007), according to which genres are understood as staged, goal-oriented social processes. From this perspective, the context of situation and culture is realized through lexico-grammatical patterns, highlighting the intrinsic relationship between language, use, and social practice. Considering the conditions of teaching and learning language through genres, the Teaching and Learning Cycle (Rose & Martin, 2012) is operationalized through strategies that include: (a) Deconstruction of Model Texts, in which close and detailed reading of high-quality texts is carried out; (b) Joint Construction, in which students collaboratively produce a text within the target genre; and (c) Independent Construction, the stage in which each student produces their own version of the genre. This study is also informed by the propositions presented in Modelling and Mentoring: Teaching and Learning from Home Through School (Martin & Matthiessen, 2014), which emphasize the role of modelling and teacher guidance in the teaching and learning process. By articulating the Teaching and Learning Cycle with Systemic Functional Linguistics, this research seeks to understand how modelling and mediation strategies contribute to the appropriation of linguistic resources and to the development of reading and writing competencies, particularly in the production of children’s story retellings. Thus, the analysis will be conducted based on retellings produced by students, taking previously selected children’s stories as reference texts, with the aim of modelling writing processes and expanding students’ awareness of language. The research will be developed through exploratory methods, combined with action research (Fonseca, 2002), enabling an in-depth understanding of pedagogical practices and their effects within the school context. The exploratory dimension includes the analysis of students’ retellings, aiming to guide writing based on the characteristics of the textual genre, thereby fostering the production of meaningful and coherent texts.