A retextualização em sala de aula como prática potencializadora da escrita.

Abstract

Retextualization practices in the school environment assume an important role in providing tools to improve and develop the ability to express themselves through written language. The transformation of text from one genre to another requires comprehension, use of synthesis strategies, adaptation of syntactic and vocabulary structures, among other skills. On the other hand, moving from one gender to another presupposes the development of a series of skills. Therefore, this dissertation deals with the way in which retextualization activities can equip students to improve writing and contribute to the construction of knowledge. Our general objective was to investigate how the retextualization process, carried out in the classroom, can contribute to enhance the writing ability of high school students. For this purpose, we used two methodologies: bibliographic and experimental. The bibliographic research sought to reconstruct the state of the art of studies on textual genres in the Brazilian context. The experimental research involved 25 students from a 1st year high school class at a school in the urban area of the municipality of Santa Cruz do Sul (RS). The proposed activities covered four media textual genres: opinion article, chronicle, news and post, and enabled the production of two texts, the second being a retextualization. Thus, the research is qualitative in nature, with some quantitative data. The analysis of the texts was carried out individually and evaluated the ability of the participants to produce retextualizations, considering the presence of textuality elements, the characteristics corresponding to the genre of each text, the use of language appropriate to the genre, the presence of the main idea of the base text, spelling and punctuation. The results show that the students had difficulty in understanding and producing texts, in addition to having little mastery of genres and retextualization. Therefore, it is necessary that the practice of retextualization between genres be developed and intensified in the classroom, through activities that involve the diversity of existing textual genres, especially in high school classes, since such activities can equip students to enhance written language not only for school tasks, but for life.