WRITING IN THE CLASSROOM: AN INTERVENTION PROPOSAL FROM WORK WITH RETEXTUALIZATION OF THE ORAL TEXTUAL GENRE REGULATED DEBATE IN THE 9TH YEAR OF ELEMENTARY EDUCATION AT A SCHOOL IN LAGO DA PEDRA

Abstract

This study is applied research that aims to highlight the relevance of teaching and learning writing and speaking for the effective linguistic development of elementary school students - final years. Furthermore, we seek to demonstrate the possibilities of developing argumentation work through the articulation of an oral textual genre and a written textual genre, based on an intervention proposal for students in the 9th year of Elementary School at a public school in Lago da Pedra - MA. For this, bibliographical and exploratory research of a descriptive nature is used, through which the results achieved throughout the research are qualitatively analyzed. In this way, we verified that retextualization constitutes an effective method for working with oral and written argumentative textual genres in the classroom, as it encompasses cognitive and linguistic processes that require prior structural organization. Therefore, the articulation of the regulated debate genre and the dissertation-argumentative text, through retextualization, gives the subject the power to transform one discourse into another, perceiving their differences, such as structure, and similarities, such as argumentation, thus adapting their discourse to different communicative contexts, especially at school.