Redação, professora?! Ah não!!! Dialogando com as crianças em suas produções em sala de aula e na Internet

Abstract

Teachers constantly report the difficulties that their students have doing writing tasks. When analyzing the texts that children write in class and on the Internet, some questions arise, by which we will guide our reflections: why do children show such unwillingness to do writing tasks in class? Are students not interested in any sort of text, or not in the ones adopted by the school? Where (which places and media), whom (for the teacher to read, or inserted in social practices and discursive interactions) and what (to be assessed, corrected, or to be really read, in significant, original pieces of writing) do they write to? Are the Internet and the increasingly frequent use of information and communication technologies changing the relationship between students and reading/writing? Is it possible to (re)signify the writing practices at the school, taking into account the existence of new modes of writing, which comprise different languages, signs and media? In consideration of all those questions, we carried out this research, of a qualitative nature, which aims to investigate the written production of students from the 6th grade of Elementary School, at a public school in the city of Rio de Janeiro. In order to do that, we collected some pieces of writing produced in the classroom and on social networks, and based on those texts, we sought to answer in which aspects they differ and to what extent identifying those differences can contribute to a more dynamic and significant proposal for written production at the school. We narrated some events of the school routine to build meanings throughout the research, with the purpose of following the traces, clues and evidences of that routine and, thus, building meanings that (re)signify school writing in a dialogical manner by listening to what the participants of the research have to say about the central questions of this study. The methodology of qualitative approach is based on the observation and investigation of students? oral and written texts. We employed some theoretical contributions by Mikhail Bakhtin and other authors who study the discourse and others who investigate reading and writing practices in the school and digital contexts.