TEACHING TEXT PRODUCTION IN BASIC EDUCATION: PRACTICES WITH DIDACTIC SEQUENCES

Abstract

This article presents the results of two studies conducted within the Professional Master's Program in Literature (PROFLETRAS), one conducted in the state of Ceará and the other in Paraíba. Both focused on reflecting on language practice, specifically written production, in Portuguese language classes in elementary school. The objective is to present students' performance using didactic sequences of text production. Personal letter and memoir were the selected genres due to their social relevance and the need for them to be addressed in the classroom, in accordance with the guidelines of the National Common Curricular Base (Brazil, 2018) and the National Curricular Parameters (Brazil, 1998). The first study was conducted with 8th and 9th grade classes, theoretically guided by Sociodiscursive Interactionism (SDI), with the purpose of enabling students to develop language skills (Schneuwly; Dolz, 2004), especially action and discursive skills, with an emphasis on verbal cohesion (Bronckart, 1999). The second was based on Bakhtinian studies (Bakhtin, 2011), from the perspective of Dialogical Discourse Analysis (DDA), complemented by the contributions of Marcuschi (2008). Both interventions followed the action research approach (Thiollent, 1986). For data analysis, a comparison was made between the initial and final production of the participating students. The results indicated, respectively, advances in the domain of verbal cohesion – although greater pedagogical investment is still needed in this area – and a significant improvement in the production of the memoir genre, demonstrating that the proposed objectives were largely achieved, satisfactorily answering the research questions.