O trabalho com o gênero memórias literárias no processo de aprendizagem de uma turma de 5° ano do ensino fundamental

Abstract

Reading and writing skills are essential for human development, and the study of the literary memoir genre is indispensable to contribute to this learning. This study aimed to promote and discuss the work with the literary memoir genre in a 5th grade class. The research adopted a qualitative approach, using field research and action research as methodological procedures. The analysis was documentary, focusing on the textual productions developed by the students throughout the action research. The theoretical framework was based on Bakhtin (2011), Gedoz and Costa-Hubes (2010), Beth Marcuschi (2012), Neiva Bueno (2013) and Ana Lima (2009). The results show that the greatest difficulty for the students was exploring creativity in the texts, especially when they limited themselves to the answers in the interviews without adding fictional and narrative elements, often resulting in fragmented and incoherent productions. Despite this, the students were able to partially comprehend important characteristics of the genre, such as the use of the first person, descriptions of places and customs, comparisons between past and present, and appropriate use of pronouns. However, there were difficulties in conjugating verbs in the past tense. This study shows that working with the literary memoir genre is a powerful pedagogical strategy, because in addition to developing reading and writing skills, it stimulates creativity, critical thinking, and cultural reflection. Such learning is fundamental and should be encouraged from the early years of schooling.