The retextualization of interviews as a proposal for teaching textual production: from oral to written
Text production teaching. Speech. Writing. Retextualization.
The act of communication is an intrinsic need of the human being, which is accomplish through language. Among its manifold forms of manifestation - nonverbal and verbal - language is the most usual instrument. It is performed orally or in writing, being two distinct forms of concretization of the language. Although distinct, speech and writing are interdependent, presenting themselves in a continuity relation. Based on this premise, this paper aims to present a didactic sequence of textual production based on the retextualization of interviews, with the oral text as the starting point for its written form. The specific objectives are: identify the intrinsic characteristics of each modality, as from activities that explore the continuity relation between orality and literacy (BORTONI-RICARDO, 2004; MARCUSCHI, 2010); clarify to the student that writing is a process carried out in stages; explore the use of connective terms - specifically those of referential function - and deictic elements in the process of construction of the textual coherence (ANTUNES, 2005). This intervention proposal is an action-research, which was developed with an eighth grade class from a school of the Rio de Janeiro Municipal Network. From the analysis of the data, it is concluded that the students realize that there are distinctions between speech and writing, but it is still possible identifying in their texts some typical marks of the first, which reinforces to the continuity relation between the modalities. It is also concluded that the teaching of the textuality criteria - especially cohesion, which has repercussions on consistency - should be a systematic and repeated practice.