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. Spesking. Writing. Retextualization. Interview. Early years.
Currently, several studies discuss the inclusion of oral and literacy practices in mother tongue teaching (Fávero; Andrade; Aquino, 2005; Marcuschi, 2005; Marcuschi; Dionisio, 2007; Dell'Isola, 2007, among others that appear in the references). In Brazilian schools, its systematic treatment remains, however, below expectations. Many teachers still adhere to a more dichotomous linguistic perspective, valuing writing over speaking in their classes. In general terms, this dissertation intends to contribute to alleviating these impasses. It presents the purposeful nature of formulating a didactic sequence (Dolz; Schneuwly; Noverraz, 2004) and a pedagogical notebook, based on the interview genre and aimed at students in the 5th year of Elementary School at 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 implementation, creating written scripts; iii) develop retextualization activities from speaking to writing and from writing to speaking; and iv) expand the students' repertoire in relation to oral and literacy practices. It is believed that, in this way, students will expand their knowledge, not only about the genre in question, but also about the passage of a text from a specific modality for another, elements relevant to their training.