Escritecer : escrituras de crianças do ensino fundamental (5º ano)

Abstract

This dissertation investigates traces of literariness in the writings of children in the early years of elementary school, based on experiences of reading works belonging to the PNLD Literário 2023, to contribute to the promotion of aesthetic and literary education. To develop the research, it is started from the mediation of a reading project that considers the potentialities of each work with educational practices anchored in literature, considering the conception of writing from the perspective of Roland Barthes (2007). Called "Escritecendo: leituras e escritas", the project consisted of workshops which were based on literary reading, exploration and analysis of selected works, followed by individual writings based on propositions that privileged the experience with the aesthetic elements of the book. The participants in this research were children from a 5th grade class at a municipal public school. The methodological basis adopted was empirical research, with a qualitative scope, outlined as action research (Thiollent, 2006). The data were constructed using the following instruments: (1) proposal of the workshops of the "Escritecendo? project, (2) field diary entries by the researcher (3) writing (material production) by the children. The analysis includes a descriptive-reflective exploration through which we sought to understand the repercussions of the literary and aesthetic experiences of the children in their writings, considering the strategies employed by them in the role of authors, considering the concept of student-author (Tauveron, 2014). It is aimed to enable the development of principles of literary mediation that provide opportunities for reading and support proposals that value the literary creation of children and their protagonism. From this, it is recognized that, in addition to expanding knowledge of worlds, aesthetic experience can contribute to the human/integral formation of children. The weaving developed with children can contribute to their creative potential and invites them to take on the role of authors, creating writings with literary marks. It is confirmed that the propositions of the workshops based on literary reading, articulated with intentional teaching mediation, allow the constitution of a repertoire that reverberates in the writings, being this subsidy for writing. Children make use of thematic resources, games and discursive strategies that authors employ in their texts, creating and handwriting based on what they are nourished by. [resumo fornecido pelo autor]