Do causo oral para o escrito: uma proposta de ampliação do letramento por meio da retextualização

Abstract

This work's main objective is to propose a teaching sequence with the purpose of reducing inappropriate orality marks present in written texts, leading students to reflect on the similarities and differences between spoken and written language, respecting contents proposed by Bortoni-Ricardo (2004) and Marcuschi (2010) and characteristics of the textual genre, through retextualization of oral stories into written stories. The theoretical and practical questions are based on discussions about the organization of oral and written texts and conversational markers, based on studies by Fávero, Andrade e Aquino (2014) and Marcuschi (2010); National Curricular Parameters considerations (PCN, 1998) and Travaglia (2001) about text and discourse; founded on genders theory by Bakhtin (2003) and Marcuschi (2002); and studies about retextualization by Marcuschi (2010); the literacy view by Rojo (2009); and approaches about teaching sequences by Schneuwly and Dolz (2012). The whole process was analyzed through action research in the collaboration between teacher and students, that made possible to observe the reduction of inappropriate orality marks in students' texts and, thus, writing competence improvement as well as cultural rescue of local discursive practices.