Publicação
A narrativa em produções textuais de alunos de 6° ano
| Resumo: | This article aims at analyzing the narrative sequence in text productions of students of the sixth grade. We rely on Adam‟s (1992; 2008) narrative prototype and on the narration of Bronckart (2007). Both authors are theoretical references for the data analysis, and the latter one is responsible for a relevant aspect of our research - the script. The corpus of the research is composed by 42 textual productions which were done during the classes through workshops, following the orientations of the didactic sequences proposed by Schneuwly; Dolz (2004). In this article, we show that the categories of analysis were incorporated into the texts of the students that took part in the workshops. We consider that these categories are also relevant to the teacher, because they bring important information that contributes to support their didactic-pedagogic work. |
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| Autores principais: | Oliveira, Flávia Cristina Cândido de |
| Outros Autores: | Sousa, Maria Margarete Fernandes de |
| Assunto: | Sequência narrativa Prosa escolar Prosa escolar Script Narrative sequence |
| Ano: | 2018 |
| País: | Brasil |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | IBICT |
| Idioma: | português |
| Origem: | Oasisbr |
| Resumo: | This article aims at analyzing the narrative sequence in text productions of students of the sixth grade. We rely on Adam‟s (1992; 2008) narrative prototype and on the narration of Bronckart (2007). Both authors are theoretical references for the data analysis, and the latter one is responsible for a relevant aspect of our research - the script. The corpus of the research is composed by 42 textual productions which were done during the classes through workshops, following the orientations of the didactic sequences proposed by Schneuwly; Dolz (2004). In this article, we show that the categories of analysis were incorporated into the texts of the students that took part in the workshops. We consider that these categories are also relevant to the teacher, because they bring important information that contributes to support their didactic-pedagogic work. |
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