Aspectos da produção do texto narrativo nas séries iniciais de escolarização

Abstract

This paper is in tine with the "Reading and Writing" research and focus on the analysis of specific aspects engaged in the construction of narrative texts in the first school years. Our aim is to present how certain cohesion mechanisms, widely used by children when building up a written text, operate. Considering that the text model accessible to the child at this moment is oral and based on the hypothesis that this text conception accounts for the fact that their written texts display a series of features that typically occur in oral texts, we intend to study how these interferences are formed and relate along the process of building up the narrative text. To do 80, the occurrences manifested in the text surface revealed by the use of orality marks, repetition and referencing, are shown as a resort that supports the text progression. These aspects, commonly found along the writing acquisition process, sometimes pose a problem to teachers who are not aware of the fundamental elements engaged in the writing teaching-and-learning process and eventually label their students' texts confused and weak. In order to share this knowledge with teachers and contribute with teaching guidance to the practice of teaching text productions, the present paper, based on a social-interactionist approach to language, proposes a series of didactic-pedagogic activities to deal with writing at school that aims to promote the development of the writing skills, and therefore ref1ectionson really et1icientteachíng strategies