A redação no espaço escolar: redescobrindo caminhos

Abstract

When analyzing several problems frequently found in student writing, many teachers of Portuguese Language have difficulties in designing strategies to reverse the situation found, both in terms of the articulation of content and the management of the linguistic resources that make the text possible. Considering the complexity of such scenario, in this research, a didactic-methodological way was developed for the work on writing in classroom. For this, a didactic sequence was applied with a class of thirty-seven students, from the 2nd of High School, of a private school, situated in Jacareí - SP. The main purpose of this research was to make students become self-evaluators of their textual productions, with the aim to ensure their learning through a contextualized and reflective teaching. In order to achieve this objective, a framework of categories of analysis was elaborated, inspired mainly in the notes made by Garcia (2010), in Modern Prose Communication (our translation), an important work not only for the elaboration of the framework, but also for the analysis of the results and for the reflections generated by them. Through the categories of analysis, the teacher responsible for the class, during the correction process, signaled occurrences, so that the students later would consult the proposed table and, then, count the most frequent items in their essays. Therefore, it is observed that this research can serve as a paradigm for the process of evaluating writing in schools, where teachers often assign notes to students' texts, without their comprehension and analysis on the criteria used in such assignment. This teaching-learning route was based on studies developed by Textual Linguistics, with emphasis on the positions of Halliday and Hasan (1976), Beaugrande and Dressler (1996), Guimarães (1999), Antunes (2013) and Neves (2013); added to the studies concerning the teaching of writing, as the ones developed by Rocco (1981), Val (1997), Hoffman (2002) Bernardo (2007/2010) and Pécora (2012). Through these theoretical appointments, it was possible to develop a differentiated point of view for the usual problems in the writing of high school students. Thereby, the sequencing of the proposed activities aimed at the reflection, strongly supported in a Freirean perspective, which was stimulated by classroom discussions, readings of texts from different textual genres, and, finally, by the elaboration of an essay that contemplated the topic "freedom". By making a detailed analysis of this process, the perspective of the right to self-reflexive writing was built, in which the students, besides being the authors, also are the critics of the texts that they produce. It is the school responsibility to equip them so that realities such as these ones become effective, thus forming citizens of the world, individuals who act in the socio-historical reality where they are inserted.