O trabalho docente e a produção coletiva de texto no 5º ano do ensino fundamental: estratégias para o desenvolvimento do ensino-aprendizagem.

Abstract

This undergraduate thesis investigates how the teaching of text production in the 5th year of Elementary School can go beyond mere grammatical correction, aiming to promote the active construction of knowledge and student autonomy. It is based on the historical-cultural perspective of Lev S. Vygotsky, which emphasizes the importance of social mediation and language in the development of thought, and on Developmental Pedagogy, which values the active construction of knowledge in the classroom—an approach deepened by D. B. Elkonin and V. V. Davídov and later expanded by V. V. Repkin and Natalya V. Repkina. This bibliographic and document analysis research examined the suspense story writing proposal found in the textbook A Conquista (5th year, FTD Publisher, PNLD 2023). The analysis revealed that the textbook, by promoting pair work and projects with real audiences (such as creating books for the school library), aligns with the view of writing as a social practice and supports interaction and collaboration—key elements for development within the Zone of Proximal Development (ZPD). The proposals also demonstrate concern with text structure, genre characteristics, and revision stages. However, the way teacher feedback is guided (using terms such as “tips” and “suggestions”) tends to be generic, which may lead to interventions focused on grammatical and structural corrections, lacking in-depth dialogue about the meaning and communicative intention of the text. This limitation can restrict the development of authorship and creativity, anchoring the student in a mechanical reproduction process. It is concluded that, for text production to be meaningful, the teacher must transcend superficial orientations and act as a mediator. By understanding mistakes as signs of learning and offering dialogic interventions (such as textual-interactive feedback), the teacher encourages students to critically reflect on their writing and to construct knowledge autonomously. This study contributes to the reflection on pedagogical practices that value the writing process, interaction, and meaningful feedback, enabling students to become creative and critical authors in the literate world.