A produção textual de crianças do 3o ano: possibilidades de prática discursiva na alfabetização

Abstract

The textual production of 3rd year children: possibilities of discursive practice in literacy, research developed in the professional master's degree, had the general objective of developing collaborative pedagogical intervention with the participating teachers, anchored in the discursive language perspective, to develop theoretical and methodological orientations aimed at practice of textual production in the 3rd year of the literacy cycle, materialized in a pedagogical notebook. To achieve what we set out to do, we used the collaborative methodology, based on Ibiapina (2008, 2016), which allowed the participation of two collaborating teachers and their respective classes, from a school in the São Luís municipal education system. The semi-structured interview and observation in the classroom enabled the data generation, as well as collaborative interaction, which took place through study sessions and planning of didactic sequences that were applied in the classes of collaborating teachers. For this mediation, Leontiev's (2001) studies with his activity theory were fundamental, making us understand what activity is when the child is affected (completely involved) by it; Bakhtin (2003; 2016) and Bakhtin / Volochínov (2006) that supports the thinking of language and the importance of the dialogical process for its appropriation. And, authors who base the methodological practice with written language: Smolka (2012), who presents the discursive language perspective for pedagogical work with reading and writing in literacy, in addition to Jolibert and Jacob (2006); Jolibert and Sraik (2008), Curto, Murilo and Teixidó (2000) and others. Based on the actions and reflections carried out at the rural school, we present the product, in a pedagogical notebook format, entitled: methodological guidelines for discursive practice with 3rd year children. The conclusions showed that the sharing of studies with the collaborators brought them new perspectives of work with the written language in the 3rd year, which successfully enabled learning and advancement of students in their appropriation of writing, and they started to write complete texts, with meaning, starting from the real contexts of use.