Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-09T19:17:44Z No. of bitstreams: 1 2015 - Viviane de Ara?jo Nascimento.pdf: 12258509 bytes, checksum: b1915a9b4aade3ccb2c888817a4e60f7 (MD5) / Made available in DSpace on 2018-05-09T19:17:44Z (GMT). No. of bitstreams: 1 2015 - Viviane de Ara?jo Nascimento.pdf: 12258509 bytes, checksum: b1915a9b4aade3ccb2c888817a4e60f7 (MD5) Previous issue date: 2015-07-08 / CAPES / This research aimed to implement and develop a proposal for a pedagogical intervention focused on the development of the writers skills of students through retextualization process, the transformation of oral production to the written text. The research has some specific objectives: conceptualize genres and establish some relations between then and the Portuguese-speaking education; to present the concepts of retextualization and didactic sequence and to reflect about the process of literacy education of young students and adults (EJA). The agents of this research were students of the 8th grade of elementary school of Youth and Adult Education in a public, state school, located in Nova Igua?u. A didactic sequence was based on methods from the authors Schneuwly and Dolz (2004), consisting of workshops which had as initial production an oral testimony about "The neighborhood problems". The oral testimony was transcribed and passed through stages of adjustments and rewriting with interventions of the teacher researcher to reach the final production in the genre reader's letter. The development of this didactic proposal was extremely important in view of the great deficiency in writing skills presented by students of the EJA. The objective was to verify if the activities developed in the didactic sequence promoted the development of youth and adult writing skills. Based on the importance of the Portuguese Language teaching be developed by a methodology that has the central focus the work with genres in literacy events as proposed by the National Curriculum Parameters (PCN), we sought theoretical support in the studies of authors such as Bakhtin ( 1992), Marcushi (2001; 2008), Dell'isola (2008), Schneuwly and Dolz (2004), Koch and Elias (2014), Soares (2002), Kleiman (1995) among others that study this theme. As a methodological support, the work was based on a qualitative analyses, and?action research? as the type of research, a line of investigation that leads us to examine social relationships and obtain changes in attitudes and behaviors of the subjects. / A presente pesquisa teve como objetivo geral implementar e desenvolver uma proposta de interven??o pedag?gica voltada para o desenvolvimento das compet?ncias escritoras dos estudantes, atrav?s do processo de retextualiza??o, na transforma??o da produ??o oral para o texto escrito. Teve como objetivos espec?ficos: conceituar g?neros textuais e estabelecer sua rela??o com ensino de l?ngua portuguesa; apresentar os conceitos de retextualiza??o e de sequ?ncia did?tica e refletir sobre o processo de letramento de alunos da educa??o de jovens e adultos (EJA). Os agentes desta pesquisa foram alunos do 8? ano do Ensino Fundamental da Educa??o de Jovens e Adultos de uma escola p?blica, estadual, localizada no munic?pio de Nova Igua?u. Foi elaborada uma sequ?ncia did?tica nos moldes formulados pelos autores Schneuwly e Dolz (2004), composta por oficinas que tiveram como produ??o inicial o depoimento oral, cujo tema envolveu ?Os problemas do bairro?. O depoimento oral foi transcrito e passou por etapas de ajustes e reescrituras com interven??es da professora pesquisadora at? chegar ? produ??o final no g?nero carta do leitor. O desenvolvimento desta proposta did?tica foi extremamente relevante tendo em vista a grande defici?ncia em habilidades de escrita apresentada pelos discentes da EJA. Objetivou-se verificar se as atividades desenvolvidas na sequ?ncia did?tica promoveram o desenvolvimento das habilidades de escrita de jovens e adultos. Dada a relev?ncia de o ensino de L?ngua Portuguesa ser baseado em uma metodologia que tenha como enfoque central o trabalho com g?neros textuais em eventos de letramento como prop?em os Par?metros Curriculares Nacionais (PCN), buscou-se amparo te?rico nos estudos de autores como Bakhtin (1992), Marcushi (2001; 2008), Dell?isola (2008), Schneuwly e Dolz (2004), Koch e Elias (2014),Soares (2002), Kleiman (1995) dentre outros que abordam o tema. Como aporte metodol?gico, o trabalho foi fundamentado numa abordagem qualitativa e, como tipo de pesquisa a pesquisa-a??o, uma linha de investiga??o que nos leva a examinar as rela??es sociais e obter transforma??es em atitudes e comportamentos dos sujeitos.