A produção de texto em um contexto de escola pública

Abstract

This study was designed to check or analyse students and teachers’ conception of text production. Ten classes of second grade of CBA (2a série do primeiro grau), which consists a total of sixty students, were observed. The pupils and the teachers involved, which consist of a group of ten teachers, were interviewed, in order to analyse and classify the interviews content. The text data, produced by students, indicate that, even presenting granunatical problems, the texts do consist of a meaningful unit, through cohesion and coherence devices. They provide communicative interaction, express students’ feelings and students’ previous knowledge. Student interview data reveals that text is a teaching and leaming task, which aims to teach how to read or write, it is a playful activity so as people can colour, draw and create. Teachers interviews and class observations form the basis for suggesting their conception of text production, which is a writing activity only, an extention of spoken language. Text is taken as a diagnostic instrument as well as a mean of preparing students for life out of school. The writing conditions teachers are concemed about are the following: motivation, topics, oral exploitation, material used, visual aids (pictures), connection between topic and students’ reality and, fínally and most important, evaluation methods. To conclude, it was found that text production has been treated as a fragmented and limited activity, especially conceming to linguistics and pedagogic aspects. This perspective is due to teachers and students’ conceptions and teacher training, which interferes with students’ production. It suggests that an effícient pedagogical project is needed, so as to emerge the relevance of text production at school, as being a complex process, being aware of all factors involved in the process.