Construindo caminhos na escritura de textos.

Abstract

Thinking the writing with children from the beginning of basic education is the topic what will be discussed on this dissertation, having as objective understand how educational activities, involving the understanding of children‟s history about their interactions with writing, can provide the bonding between writing and living, thus, providing the learning of writing as a process self-organizing. The context of empirical research that led to this study was the Escola Municipal de Ensino Fundamental Elemar Guilherme Kroth, located on the suburb of the city of Vera Cruz-RS. It was selected to the participation of the investigative processes six children from third grade, whose stories were written with the mapped through an investigation that included conversations with the class, interview-dialogue with mothers and teachers and analysis of texts written by children. From the mapping of this information were organized nineteen writing workshops, made in the opposite shift to the ordinary classes, with an intention to provide learning situations for potentiating attractive to children. The expectation was able to mobilize, at school, forces and conditions of action in working with the language with the children, opening practices to enable learning more full of life force. The final observations point to the broader possibilities of learning the writing of texts when this may occur in context, following the stream of desires and needs of individuals and groups, in coexistence. In this flow, so the specifics of writing standard could be learned so immanent to the practices of writing done in social interaction. Beside, the final observations open in new questions, asking about working conditions with the writing of the teachers in mainstream education, with which it pointed out the need for reflection concerning their own trajectories of writing, according to their responsibilities as creators and facilitators of opportunities for learning to write texts.