O gênero diário pessoal em práticas de (re)escrita: uma proposta com os alunos do 7° ano da Unidade de Ensino Zeca Branco de Pedreiras-Ma

Abstract

This research presents a didactic proposal with (re)writing practices, through the personal diary genre, with students from the Zeca Branco Teaching Unit in the city of Pedreiras-MA, in the 7th year who are part of the Brazil at School Program of the federal government. The question that led this research was: how will our proposal for teaching the personal diary genre contribute to students' writing? And we aimed to analyze the students' writing and rewriting process based on the analysis of the language capabilities of the personal diary genre in their textual productions. To do this, we are based mainly on the sociodiscursive interactionism (ISD) of Bronckart (1999/2006) and the studies of Machado (2005), on the perspective of organizing the didactic sequence presented by Dolz, Noverraz and Schneuwly (2011) and in relation to the personal diary genre, in the studies presented by Lejeune (2008). As a type of research, we adopted action research based on the studies of Thiollent (2011). We analyzed the initial and final version of the textual productions of the students participating in the research, and the corpus of this research was constituted with 8 (eight) productions analyzed. As a result, we noticed that the initial version lacked a certain mastery in relation to some elements and characteristics of the personal diary genre. And in the latest version, it was possible to notice a certain evolution in mastering the elements and characteristics of the genre and in language capabilities. In this way, our proposal contributed to the acquisition of new knowledge in relation to the proposed genre, such as the practice of more intimate and reflective writing and rewriting, in addition to enabling students to notice that the writing process is interconnected with the process of rewriting, thus allowing the development and improvement of their writings