Sumarizar resumindo por meio de novos textos em práticas enunciativas cotidianas de leitura e de escrita na hipermodernidade

Abstract

The present work is an intervention research, of qualitative nature, with a descriptive approach (DAMIANI, 2013) and had as participants the students of the eighth year of a state school in Itabira, Minas Gerais. This research aimed to contribute to the development of linguistic, textual and discursive skills in writing and, by extension, in reading, having as main genre for such development the summary in its hypermodern forms, starting from the understanding that it is first necessary to develop the cognitive summarization process. As theoretical support, we operate with the concepts of verbal interaction by BAKHTIN (1997), retextualization by DELL'ISOLA (2007) and MARCUSCHI (2001), by reading CAFIERO (2013) and SOLÉ (1998), in summary de MACHADO (1989). As an intervention methodology, the application of the teaching project consisted of 22 activities distributed in 3 modules and a final activity, totaling a workload of 27 classes. Considering that the cognitive summarization process is an essential condition for improving writing and reading skills, it must be developed before teaching text production. For such a development, work with the abstract genre was considered as a primordial and consistent possibility in the development of linguistic, textual and discursive abilities. In addition, this genre is based on two distinct and complementary linguistic activities (reading / understanding of the base text and then its retextualization) that enable the progressive development of these skills. This research considers and takes the summary genre as one that has a plastic capacity to originate from any other genre and, in addition, in our hypermodern era this genre has acquired several ramifications, other facets-neo-genres, and circulates in the students' daily lives intensely, like the meme, the news headline, the title, the photos subtitle, the emoji. Also, in order to create an enunciative and metacognitive territory, we present students, at the end of some activities, with questions in which they could expose their impressions about what was produced. The data obtained and analyzed allow us to conclude this experience contributed to the development of students' writing and reading skills through the use of languages that are intensely part of our life hypermodern.