Reconto de histórias infantis por alunos do 6º ano com foco na estrutura narrativa e nas tradições discursivas

Abstract

The written production of classical genres still represents a challenge in the context of basic education. Based on the observation of the difficulties faced by 6th-grade students in producing texts of these genres, this dissertation aimed to improve writing through the study of children’s narrative genres, promoting the identification of elements of discursive traditions. The investigation was carried out in accordance with the guidelines of ProfLetras and adopted action research as its methodology (Thiollent, 1986), characterized by the active involvement of both researcher and participants, with a view to improving pedagogical practice. The theoretical framework is based on the conception of speech genres, as proposed by Bakhtin (2016) and Fiorin (2024), who understand genres as relatively stable forms of utterance, organized around recurring patterns. Adam’s textual typology (2019) was also employed for the analysis of narrative structures, along with the model of Discursive Traditions, based on Coseriu (apud Koch, 2021) and Zavam, Dolz e Gomes (2022). The pedagogical proposal was organized into a didactic itinerary structured in modules, aimed at the progressive development of students’ writing competence. The results show that the didactic itinerary applied with 6th-grade students contributed to significant progress in text production, both in structural and discursive aspects, confirming the effectiveness of working with narrative genres in shaping young writers in elementary education.