31 saltos: a produção e a criação de contos na sala de aula

Abstract

This thesis presents a research developed in a municipal school in the city of Uberlândia with 31 children enrolled in the 4th grade of elementary school, whose general goal was to understand the insertion of the project methodology in the process of storytelling of the participating students. It was motivated by the desire to search for a methodology that could link the teaching of reading and writing in the same learning context and, with it, insert the teaching of literary text marks. It was based on the studies of the authors Jolibert and Sraïki (2015) and Tolstói's teaching techniques in order to think of a methodology that would be employed in the process of producing stories. From these assumptions it was hypothesized that the teaching of text production could include the aspects of a literary creation process linked to a methodology that allowed children to write and read texts about life and daily life. The intervention research was chosen due to the collection and generation of data, as it was intended to intervene in a systematic and planned manner in their reality. Data analysis was performed mainly under the light of ideas from Antunes (2005; 2003), Bakhtin (2013), Bajard (2012; 2016), Geraldi (1997), Smith (2003) Vigotski (2009), Volóchinov (2017) and from other authors who collaborate with the discussion about teaching the production and creation of texts. The research showed that students did not have the habit of producing and reading literary texts in school. However, when motivated to write short stories about everyday subjects, students developed creative writings with characteristics of the literary text, named in this work as literary creation. The data also showed that the reading of the literary text during the Portuguese Language classes was significant for the shaping of the student reader and for the debate about forms and uses of grammar and language rules. The teaching of writing with focus on text production provided the children the writing of a lively tale under the perspective that they approached in daily life. The project methodology contributed to the student’s learning of the acts of reading and writing, but also provided a new way to relate to the learning process making them more autonomous in such path. The methodological proposal favored the construction of a new pedagogical action by the teacher-researcher and in the dialogic interaction established between the participating students, she re-signified her teaching practice.