Banca de DEFESA: ALINE MONTEIRO SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALINE MONTEIRO SILVA
DATE: 26/06/2026
TIME: 14:00
LOCAL: Plataforma RNP
TITLE:

Text Production in the Third Grade of Elementary School: The "Text Factory" Pedagogical Resource

KEY WORDS:

Text factory; Text Production; Literacy; Elementary Education; Creative Writing.

PAGES: 116
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This dissertation aims to investigate the importance of text production in the literacy process of 3rd-grade elementary school students through the application of the pedagogical resource Fábrica de Textos (Text Factory). It is grounded in the studies of Textual Linguistics, especially Marcuschi (2008) and Koch and Elias (2009), as well as in contributions on reading developed by Rojo (2012), Soares (2003), and Solé (1998). In addition, it draws on official documents that guide pedagogical practice, such as the Brazilian National Common Curricular Base (BNCC) and the National Curricular Parameters (PCN), which were later replaced by the BNCC. This research proposes the use of the pedagogical resource Fábrica de Textos as an interactive strategy to foster students’ creativity and autonomy, promoting mastery of narrative elements and contributing meaningfully to literacy development. The central problem addressed is students’ difficulty in producing cohesive, creative, and logically organized texts, often resulting from decontextualized teaching practices. As an alternative, the study adopts an approach based on didactic sequences and interactive worksheets that guide text construction while respecting the structure of narrative texts. The methodology is qualitative, based on observations and pedagogical activities carried out with students from Luiz Edmundo Municipal School, in the city of Rio de Janeiro. The research follows an action research approach, according to Baldissera (2001) and Thiollent (1986), integrating investigation and intervention with the active participation of those involved. Through the implementation of the pedagogical resource, the study seeks to achieve the following specific objectives: (i) to value students’ creative writing; (ii) to promote meaningful reading practices; and (iii) to apply strategies that encourage autonomy in the writing process and to verify the impacts of the implemented resource. This dissertation reaffirms the need to rethink the teaching of text production in the early grades, ensuring that writing is taught as a social practice and reflective process, rather than merely as a final product.

COMMITTEE MEMBERS:
Externa à Instituição - LÚCIA MARIA DE ASSIS - UFF
Interna - 1629233 - MARLI HERMENEGILDA PEREIRA
Presidente - 1456413 - WAGNER ALEXANDRE DOS SANTOS COSTA