A produção textual no curso técnico em agropecuária integrado ao ensino médio : a leitura/escrita do gênero relatório de aula prática.

Abstract

In the present dissertation, we developed a proposal of working with reading and textual production, involving students in the third year of high school at the Federal Institute Farroupilha – Campus Julio de Castilhos. The following text types were selected for the study: narrative and expository, and the textual genres: Chronicle, Short story, Joke, Scientific article, Review and Reporting classroom practice. The participants were divided into two groups: group A group B, totaling 42 participants, in order to verify which strategies applied in the experience of rewriting those genres could improve the process of developing the ability of writing the Reporting classroom practice genre. In the first stage, the reports produced by the subjects were compiled in the sample, during the first semester of 2012. In the second stage, a questionnaire to establish the profile of students and its contact with reading and text production was made. This questionnaire was developed on the platform of Google docs. In the third stage, four workshops were conducted for each group. In these workshops, each group worked with different text types and textual genres. The group A worked: 1 – Literary genres: Short story; 2 – Expository Genre: Scientific Article; 3 – Expository Genre: Review and 4 – Scholar genre: Report classroom practice. The group B worked: 1 –Literary Genre: Short story; 2 – Literary Genre: Chronicle 3 – Humorous Genre: Joke and 4 – Academic genre: Report of classroom practice. In the fourth stage of the research, students attended a practical class about the wheat culture. This class served as a subsidy for students to elaborate an exemplar of the Reporting classroom practice genre. After this class, the subjects were submitted to a posttest, which culminated in the production of the genre concerned. At last, the textual productions were collected, and a total of 40 texts were analyzed. The analysis of the collected texts took as reference the meta-rules (MR1, metarregra da repetição; MR2, metarregra da progressão; MR3, metarregra da não contradição e MR4, metarregra da relação) developed by Charolles (2002). However, not only the errors produced by the students in the texts were pointed out, but also it was checked if there was any evolution in the process of textual production presented by the subjects, if proposed a work centered on reading and textual production of different genres, emphasizing reading/writing of the Reporting classroom practice genre or reading/writing in general.