Práticas de produção de textos em turmas de alfabetização

Abstract

The competent use of written language becomes highly relevant for citizens to exercise their citizenship, as they are part of a society in which writing is one of the central forms of communication. However, through studies and daily classroom practices, we observe that written production is not always adequately addressed and, in many cases, there is a lack of proposals that consider these productions within the context of early literacy classes. Given these concerns, the main objective of this research was: To analyze the practices of written text production developed in literacy classes (1st, 2nd, and 3rd grades of Elementary School) in a public school in the municipality of Ribeirão das Neves/MG. To broaden the understanding of this topic, we established three specific objectives: 1) To identify the text genres worked on in the classes and, among these, which ones served as the basis for the written productions developed in the investigated classes; 2) To examine how text production activities are developed, as well as the strategies adopted in conducting these practices; and 3) To identify whether the conditions of production, text planning, and text revision are considered in the writing practices. The methodological approach was qualitative, and the data collection procedures included: 1) Analysis of materials (teachers' lesson plans, textbooks used, and students' notebooks); 2) Observation of text production classes in the Portuguese Language subject; and 3) Semi-structured individual interviews. The theoretical foundation of the research was organized into five main topics: literacy and its meanings for text production practices in schools; text, textuality, and production conditions; text genres and their relevance to writing in literacy; didactic sequences based on work with text genres; and text planning: organizational methods and mediation in writing practices during the literacy process. Based on the work developed, we found that there is a gap between the pedagogical practices carried out by teachers in the classroom and the scientific knowledge regarding text production. Thus, we identified the need to invest in teacher training so that the difficulties encountered in the teaching and learning process can be minimized. Therefore, as an educational product, an e-book was created containing suggestions for didactic sequences for text production, with an emphasis on situations observed during the research—both deficiencies and noteworthy aspects related to writing practices in literacy—as well as a curated selection of materials that may assist teachers in deepening their theoretical and methodological understanding necessary for approaching writing in early literacy classes.