Crianças produtoras de texto: uma experiência discursiva no processo de produção de textos com alunos e alunas do 5o ano em uma escola da Rede Municipal de São José de Ribamar – MA

Abstract

The research entitled TEXT PRODUCING CHILDREN: a discursive experience in the process of producing texts with 5th year students at a school in the Municipal Network of São José de Ribamar – MA is part of the scope of a professional master's degree, in the Program of Postgraduate in Basic Education Teaching Management from the Federal University of Maranhão and aimed to understand the text production process in light of the discursive perspective of literacy for the training of text-producing children to collaboratively elaborate a notebook with theoretical-methodological guidelines that contribute to the work of the literacy teacher. To achieve the proposed objective, we chose action research in the collaborative aspect based on Ibiapina (2008) and Pereira (2019), among other authors who helped us to create the methodology. For our theoretical foundation, we rely on the contributions of Bakhtin (2006), Geraldi (2011), Smolka (2012), Goulart (2019), Curto, Morillo and Teixidó (2000), Jolibert and Jacob (2006), Gonçalves (2015), among others, which discuss concepts of language, the discursive perspective of literacy, the use of text in the classroom and the text production process. We had a teacher from the 5th year of elementary school as a research collaborator, we used classroom observation, questionnaires, pedagogical meetings, and reflective sessions as instruments for generating data. Given the results obtained and the discussions undertaken, collaboratively, we created a pedagogical guide whose title is Guiding Dialogues for Teaching Text Production in the 5th year of elementary school. The conclusions of our research pointed to the conceptions of language and the process of appropriating written language that should illuminate the teaching of the act of writing from a discursive perspective, as well as theoretical perspectives that highlight writing as the production of texts. We also conclude that the student is a subject capable of producing knowledge and must assume the role of protagonist in their learning, based on the rapprochement between school and life, providing more meaningful and meaningful activities.