Idas e vindas da escrita: construção coletiva de procedimentos de avaliação da produção textual para os anos finais do Ensino Fundamental

Abstract

In this paper, we discuss an experience of teaching writing based on the collective organization of work by teachers in the Portuguese Language area at the Municipal School of Elementary Education Raimunda da Silva Barros, located on the outskirts of the city of Cametá, northeast of Pará. The research began with the evaluation and re (construction) of a writing project previously existing in the school, thought from the analysis of the results of the project and the texts produced by the students. We proposed, in the 2019 academic year, some changes and / or modifications to the project based on our general objective, which consisted of developing a proposal for teaching writing for the final years of elementary school that would allow the Portuguese language faculty of the institution to produce its own assessment of student performance, with a view to developing a training project for student readers and writers. To achieve this, we proposed the following specific objectives: a) to create spaces for collective work at school, involving the Portuguese language teaching staff of the final years of elementary school, by proposing a working group on writing; b) collectively evaluate the results of the project “The essay in exam” for the year 2018; c) make the Portuguese language school and classroom a space for daily exercise of writing by proposing and implementing a writing project collectively built by Portuguese language teachers; d) create forms of evaluation and monitoring of students' writing development that can be shared by the school, in order to favor the continuity of the work. The theoretical approach that helped us to think about these actions was based on two “fronts”. In the first, generally related to the area of education, we use the studies of Michael Apple (1989; 1995); Jorge Larrosa (2002) and Maurice Tardif and Claude Lessard, (2005), who discuss the relationship between teaching practices and the knowledge that sustain teaching work. In the second, in terms of language, we have the contributions of Mikhail Bakhtin and Valentín Volochinov (1997), Eglê Franchi (1986), Lucy Mccormick Calkins (1989), Magda Soares (1992), Cláudia Riolfi et al. (2008), Sírio Possenti (2009), and, especially, with the works of João Wanderley Geraldi (1984; 1997; 2015), which offered us the opportunity to think about teaching and learning Portuguese in an interactionist perspective, considering school practices themselves as a social space for exchanges, resistances and transformations. The methodology of our work consisted of a critical action research, in the terms of Ghedin and Franco (2008), whose nature is composed of a descriptive-qualitative research of diagnostic character, through which we carry out a work of observation, investigation and reflection of the product of our own teaching practice. In the classroom, we carry out various activities based on the three pillars of mother tongue teaching which, according to Geraldi (1984), are: reading, textual production and linguistic analysis. In general, these activities aimed to lead students to produce narrative-descriptive and expository-argumentative texts. The results point in two directions: the first refers to the possibility of implementing spaces for discussion in the school in which the collectivization of work points out ways to solve problems faced in the classroom. With regard to students, we have shown with our experience on the classroom floor that it is possible in mother tongue classes to provide the construction of writing processes that allow students to establish themselves as authors.