Nas escolas, imagens puxam conversas que trazem emoções, conhecimentos e melhores escritas

Abstract

In the imagistic society we live in, we are in contact with imagery since our birth, and in order to become a part of this world we are not presented with the need of mastering a code, as it occurs with verbal communication. The construction of our image repertoire takes place as I relate with the other and with the environment, in a very natural way. Due to having experienced the great wealth of narrative production through imagery in my son s oralization/oralism process, and, as a teacher at a federal school, noticing some children s difficulties in written production [most of them present reports that identify them as having learning disabilities and a school record of being held back and written production shortcomings], it was my goal in this action- research with a group of five students in a regular elementary school 2nd grade class, to work imagery as sign, through conversations, through the interweaving of emotions, seeking the construction of more elaborate oral narratives and, as a consequence, the production of what Spinillo (1991, 1993) defines as a complete narrative. To substantiate the discussion, I bring forward as the main theoretical framework Bakhtin (2010), Manguel (2001), Maturana (1995, 1997, 1998, 1999), Peirce (2005), among others. I concluded that this work was capable of helping the production of narratives as diverse as the experiences of the individuals that bring them forth, enabling an active participation with egalitarian opportunities in the educational process (Omote, 1999) with students that were more confident when writing, presenting a more elaborate output