Histórias de Vida como Estratégia para a Promoção da Leitura, Interpretação e Produção Textual no Ensino Médio Integrado

Abstract

This dissertation deals with oral narratives of life history as a strategy to promote the teaching-learning process in integrated secondary education. It is a consequence of the research carried out in the Master's course in. Professional and Technological Education – PROFEPT, at the Federal Institute of Education, Science and Technology of ACRE - IFAC / Campus Rio Branco. The research's guiding question was, How can the life stories of residents of Tarauacá-Acre become a didactic resource for promoting the practice of reading, interpreting and textual production? Thus, the general objective was to develop an educational product to support the teaching of reading, linguistic analysis and textual production, based on the student's life story. To achieve this, Oral History was chosen as a methodological approach, making use of the participants' narratives in order to generate data, based on recorded and directed interviews. Data were analyzed based on Textual Discursive Analysis (ATD), proposed by Moraes and Galiazzi (2007), based on Guimarães (2012). In the data analysis process, six categories emerged: a) profile of the Portuguese Language teacher at the Federal Institute of Acre b) temporal markers c) spatial markers; d) narrative focus; e) poetic language and f) cultural aspects. The results showed that working with the Memories-Stories of Life genre in the classroom, in addition to favoring interdisciplinary work, allows for interaction between different generations, contributes to the rescue of community memories, values the discourse and experiences of elderly people and also, lead the student to perceive and position himself as a subject within social processes. Considering the theoretical basis, the investigative path and its results, the educational product was built, a Didactic Sequence to support the work of reading, linguistic analysis and textual production in LP classes.