A escrita de narrativa nas obras do PNLD do Ensino Fundamental II: descrição, análise e propostas

Abstract

The present thesis arose from the particular need to think strategies that, in fact, make possible the maturation of student writing in Elementary School II, as well as the desire to open space for the literary text in the school environment. By uniting these two purposes, it was chosen an apparently quite productive path: narrative writing practices. The focus of this research is, therefore, to highlight the importance of working with narrative text in school, especially in the final years of Elementary School. To do this, we tried to answer the following questions: what is the place of this textual type in production classes?, why writing narratives can contribute to the maturing process of writing?, what aspects are relevant in this practice? In order to find these answers, this thesis sought to understand, firstly, the specific skills and abilities of the written modality and also the peculiarities of the chosen textual type, the narrative. The reflections that have been reached make up the theoretical basis behind the central chapters of the research. The first one investigates the work with the writing of narratives in the didactic collections of PNLD 2017, which guide, in a general way, a good part of the school practices of most Brazilian schools. Finally, in the last chapter, based on the analysis undertaken and the research proposed here, we try to prove the relevance of narrative writing in the construction of the subject writer. In addition, some production proposals for the chosen typology are presented. All the chapters developed in these pages have, therefore, to show that the work with the narrative text can be a way for the maturing of the writing, besides promoting moments of reading in which the literary text is the protagonist of the class, appearing, thus, as a stimulus to develop the taste and, if possible, the pleasure of reading