TEXT PRODUCTION: STRUCTURAL AND DISCURSIVE ASPECTS IN DIAGNOSTIC WRITING

Abstract

This article has as its centrality the reflection on the production of text in school spaces from an enunciative-discursive approach to language, which contemplates theoretical and practical aspects element. Writing is understood here as a discursive, social and cultural practice, which goes beyond the simple coding of words, since it involves the construction of meanings. In view of this, the objective is to identify the structural and discursive aspects in the production of text, in order to point out the level of appropriation of the alphabetic writing of children of the 3rd year of elementary school. Developed qualitative research, of a descriptive nature, based on a reflective analysis of the written productions. The analysis is based on four axes: the essence of writing, the relations between orality and textual production, the guidelines contained in official documents and the elements of cohesion and coherence as the foundations of the organization of the text. Based on authors such as Koch (2003), Marcuschi (2008), Goulart and Gonçalves (2013), Cardoso (2008, 2002), Terra (2018) and the BNCC guidelines (2018), the study proposes, from a critical perspective, reflections on the challenges faced by educators in the teaching of textual production and points out ways for more significant pedagogical practices. The analysis points out discursive aspects related to diagnostic written production, in order to contribute to the understanding and strengthening of the work with writing in the early years of elementary school as an essential practice in the context of the consolidation of children's literacy.