Intertextualidade: uma contribuição para o ensino de produção escrita

Abstract

This research aims at demonstrating that a work on reading and writing based on intertextuality, specifically with fables and proverbs, leads to the development of 6th grade students writing skills. In order to do so, the present study proposes a methodological intersection: on one hand, teaching strategies applied during a period of three months in the Portuguese Language classes for 6th graders at Colégio Pedro II, campus Tijuca II, where the author of this study works as a teacher at the Portuguese Language and Literature Department and as a pedagogical coordinator. The strategies suggest a close relation between the reading of texts from different genres and students writing production, bearing in mind the concept of intertextuality. On the other hand, the methodological organization of the texts produced reveal, through a comprehensive listing of the kinds of intertextuality used in students production, that the constant input fosters the development of writing proficiency with an increase in the use of different kinds of intertextuality. From a theoretical standpoint, this research proposes a historical view of intertextuality, not only from a literary but also from a linguistic perspective, based on authors such as Bakhtin (2011), Bazerman (2011), Koch (2007), Vigner (2002), Laurent Jenny (1979) and Barthes (2013), which contributes to the broadening of the key-concept: intertextuality. This research proposes that the work of reading different text genres leads to intertextuality through a myriad of themes, of contents and of approaches; and that this procedure allows students to produce texts which tend to be more informative and meaningful. This teaching strategy fosters the emergence of new procedures for the teaching of the Portuguese Language, contributing considerably to the development of discursive competence of 6th graders