Abstract

KANTHACK, Elianetg Dias; BARBOSA, Gislene Aparecida da Silva  and  SOUZA, Renata Junqueira de. Knowledge of student and teacher intervention: a textual production practice. Educação. Porto Alegre [online]. 2017, vol.40, n.3, pp.481-491. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2017.3.24606.

The article presents the process and the result of a diagnostic evaluation of writing applied for students of elementary school (6th grade - in Brazilian school) and proposes a Didactic Sequence for teacher intervention. Based on a short story, it evaluates the student's ability to identify and recognize the language elements, ensuring the construction of meaning: the use of direct speech, paragraphing, use of cohesive, record of uppercase and lowercase letters, registration of actions and the presence of narrative elements. The analysis and the proposal of educational practices are b ased on the research of Dolz and Schnewly (2004) on methodological strategies for teaching writing at school, based on a genre of relevance in daily practices, highlighting the procedure of learning as axis and reference point for the planning and realization of significant teaching interventions and practices.

Keywords : Writing Learning; Diagnostic Evaluation; Methodology of Teaching.

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