The present work, a qualitative action research, aims to work aspects of the narrative
textual type, focused on the production of stories, in order to minimize the use of
spontaneous speech time chains in the oral production of texts and to use a greater variety
of linguistic resources. These objectives are justified by the natural affinity that the
adolescent student has with narrative texts, either through previous reading and listening,
or through written or oral production. The theoretical approach discusses the theme of
orality versus writing in school, addresses the concepts of gender, and the characteristics
of the narration, also encompassing a theorization about the characteristics of the
description, as it is considered important for the purposes of this research. The theoretical
approach is based on Travaglia (1991; 2007; 2013), Brasil (1997; 2007), Brockmeier and
Harré (2003), Santos, Cruz and Antunes (2017), and Pauliukonis and Cavalcante (2018).
Based on this theoretical framework, and based on the hypothesis that students use
spontaneous speech expressions in a very repetitive way in the production of stories, we
elaborate and apply a sequence of classes, which aims to work the elements of the
narrative text and the temporal connective, in an attempt to add to the student's
vocabulary range other time sequencers, providing a greater variety of possibilities. The
classes involved the use of multimodal tools, from the display of videos, use of images,
of texts written with predominance of the narrative textual type. Reading and storytelling,
written production, and especially oral production, origami production and drawing were
also carried out. The data analysis, contrasting the students' initial and final productions,
concluded that there was progress in linguistic handling, with a richer description of the
characters in the final productions. There was also an advance regarding the extension of
the productions and the confidence of the students regarding oral production without the
constant dependence on the presence of the written text. As for the use of temporal
connectors, we noticed an increase in vocabulary, although there was no significant
decrease in the temporal expressions common to spontaneous speech in the students' final
productions.
|
