O ensino de língua portuguesa como língua materna, os gêneros textuais e a produção escrita dos alunos do 5º ano do ensino fundamental

Abstract

This study, entitled "THE TEACHING OF the PORTUGUESE LANGUAGE AS A MOTHER TONGUE, AND THE WRITTEN PRODUCTION OF STUDENTS OF THE 5TH YEAR OF ELEMENTARY SCHOOL”, its general objective is to develop the teaching of the Portuguese Language in a way that it articulates with writing in class through intervention in collaboration with the teacher, and the students of the 5th year of elementary school, with a view to the production of methodological orientation for the teaching of text production to these students. It is sub-divided into the following specific goals: To identify what are the activities of writing done in the 5th year, and how they result in the production of a text by the students of the public school in question; To analyse the teaching articulations of the teacher, noticing how they result in strategies for the teaching of the Portuguese language, by means of the analysis of the Portuguese Language text-book of the 5th year; To describe the way in which the sharing of the pedagogical work of the teacher encouraged the pupils to create texts in classroom, resulting in an improvement in the writing skills of the students of 5th year B of the school in question; Evaluate how their practices of day-to-day writing, taking into account the processes of planning, writing drafts, rewriting and correction of the text in classroom, resulted in the improvement of the students' writing skills. The theoretical methodological reference framework of the research for the achievement of the proposed objectives considers the studies of Flick (2009); Marconi, Lakatos (2017); Denzin, Lincoln (2006); Thiollent (1994); Ibiapina (2016). The authors who were the mainstay of the analysis, providing basis for the theoretical and methodological ground were Antunes (2003, 2010, 2014, 2017); Bajard (2014); Bakhtin (2010); Jolibert, (1994); Soares (2002, 2003, 2017); Koch (2012; 2015); Luft (2207); Geraldi (1981; 2011); Fayol (2014); Marcuschi, (2008), and Gregolin (2007), among others. The results highlighted the improvement in the learning of writing in the class of 5th year B, taking as reference the intervention process that had as main approach Action Research and as secondary approach Collaborative Research. The final conclusions show that Portuguese language teaching was focused on learning normative grammar, as a mother tongue, through textual genres. The written production practices of the 5th year students manifested during the intervention were presented by means of photographic records, pointing to autonomy in writing in daily school life, or putting the ideas expressed verbally on paper, or questioning the meaning of the words, punctuation and accentuation and other aspects. The students became more critical and responsible for improving their writing skills. The assistant professor has changed her posture, following up with the correction of the text by the student, with no markings in the text, from the search for regularities in the contructions that are registered by the students, considering the use of different text genres, including aspects of the study of the language and the aesthetics of the text, however, without focusing too much on correction.