Construção de glossário como mediação da escrita de alunos do campo

Abstract

This work aims to treat about the reading and writing issues of the students of Escola do Campo. As main objective this research intent to describe the central problems about the write and the reading of this students and also set up an didactic pedagogical proposal to guidance this reality. As it is known, the reading and writing activities involves some socio cognitive complex process and claims some abilities domains (equally complex) which achieve and develop through linguistic practice what increase the conceptualization and verbalization of the world. Those linguistic practices involve, for example, the observation and reflection about the things in the world, the textual production (oral and write), the rewriting and the discursive re-elaboration, the synthetization and development of themed topics, also the metalinguistic reflection. Therefore, this work presents an intervention proposal based on Pesquisa-ação (cf.THIOLLENT, 2008) and on Educational Sociolinguistic (cf. BORTONI-RICARDO, 2004, 2008, 2014), which uses as strategy the elaboration of a glossary specialized in agricultural activities terms in the Escola do Campo. This research and intervention were developed along with the sixth and seventh year students of the Brazilian school system organization, in the Escola Municipal Agrícola de Barcarena-PA, and has the following methodological steps: (i) Diagnostic observation; (ii) Identification and analysis of the writing issues; (iii) The results presentation; (iv) Production process of the texts based on the entry genre; (v) Elaboration of the catalog forms; (vi) Gathering and data selection; and (vii) Organization of an illustrated glossary containing 301 terms of the agricultural activities of the Escola, which one was the purpose of this intervention and which will work as didactic material in this same school.