Autobiografia: travessia pela escrita nas aulas de Língua Portuguesa

Abstract

The objective of this research was to understand how the work as the genre of autobiographical discourse, from a literary perspective, can contribute to the development of authorial writing by students in the 6th grade of Elementary School at a municipal public school in the state of Minas Gerais. For this reason, a didactic proposal was developed and applied by half of ten workshops, from which different activities were developed for autobiographical writing, since autobiography is a genre from which it can be possible to develop not only the authorial writing of students, but also the learning of Portuguese Language, in a broader way. The work has theoretical contributions from various scholars, such as: Bakhtin (2000), Fiorin (2016), Possenti (2002, 2013), Fiad (2006), Geraldi (1999, 2011), Menegassi and Gasparotto (2016), among other authors who adopt the socio-interactionist conception of the language. Methodologically, the research constitutes a qualitative and applied approach, supported by the basis provided for the research by Thiollent (1947). The results of this study show that students will be able to produce both literary autobiographies and other genres of discourse constituting the didactic purpose, thus strengthening their writing, reading of the world and reflecting on the questions of human life; in addition, the learning subjects achieved, through different strategies of writing and rewriting, the production of autobiographical texts with authorial singularity, the writing words and the ways of saying that are learned in school social practice. It is also possible to conclude that this research, through workshops, contributes so that students built more meaningful learning from work and interaction in the school environment.