Atividades organizadoras de ensino: uma proposta intervencionista de leitura e produção de gêneros textuais à luz dos pressupostos da Teoria Histórico-Cultural da Atividade e da Semiótica Discursiva

Abstract

There are countless discussions in the school context about the fact that the student of basic education does not read, that he does not enjoy reading, especially the literary classics, because it is difficult, complex. It is also known that it is up to the school to teach paths that the student must follow to understand the meanings covered in this text type. However, the school has underestimated the student's reading ability, especially when the focus is on reading for pleasure. The potential of the literary text remains relegated to the restricted use of merely structural activities intended for the study of grammatical contents or for simply filling out reading sheets. (COSSON, 2006; ANTUNES, 2009; GERALDI, 2011). The persistent challenges presented in this problematic context justifiy this research. It aimed to plan, implement and evaluate the effects of a pedagogical intervention (DAMIANI et al., 2013), built with Teaching Organizing Activities - AOE (MOURA, 2001; 2010) applied to students in the 8th and 9th years of Elementary Education at a public school in the city of Pelotas. The study is based on the assumptions of the Historical-Cultural Theory of Activity (VYGOTSKY, 1995, 1997, 2009; LEONTIEV, 1978, 1983) and in the theoretical-methodological perspective of Discursive Semiotics (GREIMAS and COURTÉS, 2016). The intervention consisted of a teaching and learning proposal for reading and writing of different genres based on reading a short literary narrative (short stories/”causos”). Data were collected through the following instruments: 1) individual reports from the students, pointing out their perceptions and anxieties regarding the proposal; 2) report, built collectively, delivered at the end of each unit, to verify difficulties in the development of AOE; and 3) systematic observation by the teacher-researcher recorded in a field diary, to monitor the students’ learning process. All data were subjected to a process of discursive textual analysis, such as that proposed by Moraes (2003). From this corpus, categories such as the following emerged: a) students' general reaction to the intervention; b) importance of collaborative work; c) learning to read and write texts; and d) construction of meaning that emerged in the production of new texts from the reading of the literary text. Since Discursive Semiotics is a text analysis construct that “seeks to describe and explain what the text says and what it does to say what it says” (BARROS, 2011, p.7), it contributed to the analysis of meaning production, that is, the procedures used by students in construction the meaning with texts. This analysis was carried out in productions referring to four syncretic textual genres (short films, posters for the promotion of the short films, memes and comics), with the selection of six student productions, resulting from the Teaching Organizing Activities (two short films, one poster, two memes and a comic strip). The findings of the study suggest that there were advances in the learning process based on the interventionist proposal, which contributed for the students to appropriate, at that moment, of the practice of reading and producing texts, not only literary texts but with other textual genres as well. Considering the collected data, the contribution of both theories (Cultural Historical Theory of Activity and Discursive Semiotics) for the development of pedagogical practice and for the research, directing the work of the teacher-researcher.