THE CHRONICLE GENDER IN THE CLASSROOM: a writing proposal for students in the 9th grade of elementary school
Portuguese Language Teaching. Writing competence. Chronicle genre production
This dissertation aims to present an intervention proposal aimed at Portuguese Language teachers, with a view to assisting in the writing training of 9th grade students. Based on reading chronicles, teachers should apply activities that promote the writing competence of students using the chronicle genre in the classroom as an artifact for textual production and then identify the various types of chronicles; understand the social function of the chronic gender; produce individual and collective texts based on reflections on the chronicles read; write chronicles; understand the need for reading for the development of writing competence.
To develop the intervention proposal, based on the didactic sequence of Dolz, Noverraz and Schneuwly (2004), we adopted the principles of action research (THIOLLENT, 1986), since the problem involving reading and writing arises in the classroom and, therefore, should be investigated and taken up again by the parties involved – teacher and students. Based on the analysis of the collection teacher's manual, Singular & Plural: reading, production and language studies (2018) – 7th year – by the authors, Marisa Balthasar and Shirley Goulart, we developed a set of propositional activities. Given the above, we hope to contribute with teachers in the sense of reflexively leading students to the importance of the Portuguese language in daily school practices, showing ways to improve the writing of these students through the chronicle genre approach.