The interview genre in the early years of Basic Education: a didactic sequence aimed at students in the 5th year of Elementary School.
Didactic sequence. Speaking. Writing. Retextualization. Interview. Early years.
Currently, several studies discuss the inclusion of orality and literacy practices in mother tongue teaching (FÁVERO; ANDRADE; AQUINO, 2005; MARCUSCHI, 2005; MARCUSCHI; DIONISIO, 2007; DELL'ISOLA, 2007, among others listed in the references). In Brazilian schools, its systematic treatment remains, however, below expectations. Many teachers still stick to a more dichotomous linguistic perspective, valuing writing over speech in their classes. In general terms, this project and the dissertation derived from it intend to contribute to alleviate these impasses. They present the propositional nature of formulating a didactic sequence (DOLZ; SCHNEUWLY; NOVERRAZ, 2004) and a pedagogical notebook, based on the interview genre and intended for students of the 5th year of Elementary School of a municipal school located in the west zone of Rio de Janeiro. More specifically, through such products, the aim is to: i) present the interview genre and its peculiarities; ii) propose its realization, creating written scripts; iii) develop retextualization activities from speaking to writing and from writing to speaking; and iv) expand the students' repertoire with regard to orality and literacy practices. It is believed that, in this way, students will expand their knowledge not only about the genre in evidence, but also about the passage of a text from one modality to another, relevant elements for their formation.