Escrita autoral a partir de gêneros orais em sala de ala de aula

Abstract

The present work is a qualitative bibliographic and memorialistic research developed in Professional Master's Degree in Letters at the Federal University of Bahia and aims to reflect on the teacher-researcher's self-training process, systematizing the constructed learning in the form of a memorial genre, as it proposes a didactic sequence that aims to produce texts from the perspective of authorial writing, valuing the reading of the world based on literacy as a socio-historical process and as a social practice, for 9th grade classes. The need for teaching authorial writing was observed by the teacher-researcher based on the following challenge: uniting students' interest in conducting oral discussions with the production of texts in the classroom. Therefore, it is intended to propose a teaching of Portuguese Language that provides interaction in the classroom, both for the exchange of knowledge related to authorial writing, as well as for the expansion of writing practices based on oral genres. Thinking about providing students a significant experience for their formation as citizens who appropriate the power of writing, it is in the didactic sequence that conversation circles are proposed on topics listed by the students themselves. The aim is, therefore, to listen to students and lead them to perceive their written production as an opportunity to become authors and as a product of interaction between them and their readers. The continuous development of orality/writing in Portuguese language classes is expected, involving topics suggested by students, as they will be able to perceive that they have a voice and that they are important in their training process. The work is based on theoretical-methodological conceptions of: language, textual genres, speech, orality and writing in a socio-cognitive-interactional view (MARCUSCHI, 2003; 2008); text in the classroom (GERALDI, 2011); author and authorship (BAKHTIN, 2011); authorial writing (TFOUNI, 2010; ORLANDI, 2020; BAKTHIN, 2011); literacy (KLEIMAN, 1995; 2001; 2005) (ROJO, 1995; 2009); oral genres and didactic sequence (SCHNEUWLY; DOLZ, 2010); social literacy (STREET, 2014). As conclusions, the following aspects stand out: the change of view of the teacher-researcher to the praxis in the classroom; the strengthening of the concept of literacy as a social practice; the need to be or feel like an author-teacher to be an example to students; the importance of considering student's social practices; and the value of the other's gaze for the construction of a feasible didactic sequence.