A produção escrita colaborativa entre estudantes de inglês do primeiro ano do ensino médio: foco na elaboração de material didático autoral

Abstract

This dissertation deals with the development of an authorial teaching material, focusing on collaborative writing of the autobiography genre. The research has as a general objective of developing an authorial teaching material aimed at collaborative written production for the learning of the English language for the 1st year high school students in public schools. As specific objectives, this research seeks to describe the organization and the steps followed to develop an authorial teaching material focusing on collaborative written production of the autobiography genre of students in the 1st year of high school in a public school; indicate possible contributions of the authorial teaching material to the teaching and learning process of foreign language of basic education students and to point out the probable contributions of the authorial teaching material to the pedagogical practice of English language teachers in service. For the development of the work, we sought a theoretical framework from the perspective of Sociocultural Theory (WOOD; BRUNER; ROSS, 1976; MCCAFFERTY, 1994; VILLAMIL; GUERRERO, 1996; LANTOLF, 2000; FIGUEIREDO, 2003, 2018, 2019; LANTOLF; THORNE, 2006; LEE, 2008; PINHO; LIMA, 2010; XAVIER, 2012; MITCHEL; MYLES; MARSDEN, 2013; GIBBONS, 2015; LINHATI, 2021), on the focus of written production as a process (RAIMES, 1991; SEOW, 2002; ARIZA, 2005), from the point of view of the benefits of collaborative written production (HIRVELA, 1999; YONG, 2010; STORCH, 2005). Besides that, we searched about the communicative approach (NUNAN, 1989, 2004; RICHARDS; RODGERS, 2001; XAVIER, 2012), in the approach by genres (RIO GRANDE DO SUL, 2009; XAVIER, 2012), the autobiography genre (RODRÍGUEZ, 2000; BACCIN; COSTA-HÜBES, 2009; ROIG, 2010; BARBOSA, 2014; SILVA, 2020), and on reviews of literature in the area (LARRÉ, 2010; LEITE, 2012; MELO, 2015; BOLZAN, 2016). We also had as reference the reading of official documents (BRASIL, 1998; BRAZIL, 2018; RIO GRANDE DO SUL, 2009), which served as a basis for the elaboration of the authorial teaching material, from the following elaboration stages: analysis, development, implementation and evaluation (LEFFA, 2007). The authorial teaching material consists of three phases: initial, procedural and final. The initial phase consists on a diagnostic class and a questionnaire. The procedural phase has the central theme “My Life” and is composed of four sub- themes: “Who am I?”, “My family, school and city”, “My childhood and the present day”, and “Together we can make a better world!". The final phase presents a proposal for an autobiography, with collaborative writing and, later, a review of the writing of colleagues, using specific criteria.