O gênero fábula e sua estrutura narrativa : uma proposta de produção textual para o 3º ano do ensino fundamental

Abstract

The present work approaches a discussion about the fable textual genre and its structuring in narrative sequences, through a proposal of textual production through a Didactic Sequence, as a way to improve the written production in relation to the compositional and structural dimension in the early years of the year. Elementary School, from a municipal public school, in the city of Brejão, Pernambuco. The central hypothesis is that the fable genre brings aspects that are relevant to the textual production of students who are in this teaching stage, since it is a genre that is part of the children's imagination, as well as a text structured in a complete narrative sequence. Given this statement, the following question was defined: How does working with genres and their narrative structure contribute to the formation of competent textual producers in the early years of elementary school? The research aimed to: analyze how the students of the third year of elementary school produce the fable genre and structure the narrative sequence. Our most specific objectives are: a) to analyze the compositional dimension of the fable genre in the students' productions; b) describe and analyze the structuring of narrative sequences in the textual productions of the fables produced by the students; c) perform an intervention through a didactic sequence to enhance the knowledge about the genre in question. From a theoretical point of view, this dissertation is affiliated with a conception of language and language in Koch's productions; Elias (1992, 2006, 2009,2014); Antunes (2003), (2009); Geraldi (2012), (2013); to the studies of genres in the works of Bakhtin (2006); Marcuschi (2008); Dolz and Schneuwly (2004); Rojo (2010); the structuring of narrative sequences in Adam (2008). Regarding the methodological approach, it is a qualitative research, whose approach is based on a methodology focused on the interest and development of students' skills (LÜDKE; ANDRÉ, 1986). The research was operationalized through a corpus of 10 (ten) texts, collected at the school Dulce Maria da Conceição in 2018, Brejão, Pernambuco. Of these 5 (five) initial productions and 5 (five) final productions of the same students. , the analyzes were performed from the dialogical perspective of language. The results show that we were able to achieve the expected effect with the elaboration of the didactic sequence, because we realize that activities such as these enable us to improve the methodology, as well as direct us to new categories of analysis, since the productions of the fables by the students themselves (these being , research participants) makes us reflect on the presence of pedagogical practices in the classroom, focused on reading / writing in Portuguese language classes. Finally, the fable is a textual genre that students already have a certain domain, as well as the structuring of the narrative sequence, but after the application of DS we observe that a systematized study is necessary to ensure the deepening in the structuring of the genre, as well. This research invites new analyzes, as the genre is versatile and contributes to the formation of competent readers and textual producers.