Análise das práticas de escrita de estudantes do 7º ano do ensino fundamental na Escola Municipal Bibiano Monteiro em Marapanim – PA

Abstract

The Brazilian education has always faced serious problems, which affect the less privileged in more incisive way and this situation gets even worse when we discuss about Rural Education, area where this research has been produced. The formal education is the means by which we can follow the social and technologic development and because of that everyone should have access to quality education so we could meet the linguistic requirement of a literate society. The study has the object of research the grammatical difficulties of Middle School students in the Final Series, which may be related to the influence of orality on the writing. To assist in the discussion of this theme, we take as theoretical contribution Caldart (2001), Molina e Freitas (2011), Travaglia (1996), Marcuschi (2010), Antunes (2010), Koch (2016), Ludke e André (1986), among others researchers and pertinents official documents. The research presents as general objective to verify the influence of orality on the textual productions by the rural students, from a Municipal School of Middle Education; and as specific objectives to ascertain the level of knowledge and mastery of students in written textual productions e to analyze the adequacy of methodologies according to the needs of rural students. To this end, the research was developed at the Bibiano Monteiro Municipal Middle School, located in the town of Marapanim (rural area), this study is characterized as qualitative-interpretative of applied nature. The data were collected in an interview with the class teacher and in the workshop: “To develop the writing from the textual genre News” designed and applied by the schoolteacher. The results obtained lead us to observe that orality is present in all textual productions analyzed, as well as grammatical difficulties, which interferes with the construction of cohesion and coherence in the texts. Therefore, signaling the need for a contextualized work, with emphasis on literacy and grammar.