PROMOTING WRITING THROUGH LITERARY GENRE

Abstract

This article presents a perspective of working with literary genres in school, as a proposal for the development of written production. This discussion takes as its starting point the narrative of a teacher from the early years of elementary education at a public school in Rondonópolis, Mato Grosso, who carried out a project using the book ‘‘E o dente ainda doía’’ by Ana Terra, published by DCL Publishing, as a means of encouraging and consolidating writing. The objective, therefore, is to analyze the written productions of four students, focusing on the features of orality present in their narratives, following the storytelling session conducted by the classroom teacher. To this end, we used qualitative research from an interactionist perspective, defended by Vygotsky, as we understand that the processes of acquiring reading and writing must occur concomitantly with the understanding of the language in its social uses, also considering the marks of orality present in children's writings as acceptable, since, in the literacy phase, such marks are inevitable, since they are still appropriating the alphabetic writing system. We noticed, in the students' productions, that a text can be interpreted in different ways, but there is a limit to the diversity of possible meanings, since the readings must maintain coherence and cannot diverge from the original context. One of the students did not write the story as proposed by the teacher, changing the plot and the characters, keeping only the theme, which is about a toothache.