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Didactic perspectives of literary writing for high school

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Sarah Vervloet Soares
Total Authors: 1
Document type: Doctoral Thesis
Press: São Paulo.
Institution: Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD)
Defense date:
Examining board members:
Neide Luzia de Rezende; Elisa Maria Dalla bona; Wellington Furtado Ramos; Claudia Rosa Riolfi; Mei Hua Soares
Advisor: Neide Luzia de Rezende

This research is centered on literary practices at school, more precisely, in high school, and it is linked to the Research Group on Languages in Education (Grupo de Pesquisa Linguagens na Educação/FEUSP). Its main objectives are to: a) understand which literary writing is possible inside the school environment; b) identify how the literary writing practices of high school students happen, regarding their reactions, behaviors, attitudes, limitations, and their relationship with their personal text and with other people personal texts; and, c) reflect about the possible paths so that literary writing practices happens in high school. Our studies point to theories of Literature Didactics (Rouxel, 2013; Langlade, 2013; Jouve, 2012, 2013; Rezende, 2009, 2013, 2018), and of Writing Didactics (Calkins, 1986; Le Goff, 2003, 2005, 2018; Christine Barré-De Miniac, 1998, 2002, 2015; Tauveron, 2007, 2013, 2014; Reuter, 2002; Bucheton, 2014), in addition to applying a historical-cultural reference (Vigotski, 1926, 1930, 1934), studies of literary text (Barthes, 1973, 1977, 1984), and issues that approach the work of the text in the classroom (Geraldi, 1991, 1997). Classroom observations were conducted in two firstyear high school classes at a state school in Rio de Janeiro, which gives this research the characteristic of an educational ethnography (André, 2005; Sarmento, 2011, Rockwell, Ezpeleta, 1983). Along with the sample collected during the field research, studies in writing, in general, and the literary writing, in particular, contributed to the creation of possibilities of effective practice of literary writing at school, taking into consideration the complexity of this exercise. We discovered that, even though the students texts were, mostly, on the threshold of the report, the process of writing expended as the teacher adopted new methods. Thus, the amount of time allocated to the activities, the value attributed to the texts, and the dialogue established with the groups about their perceptions and emotions were preponderant factors for the development of a practice aimed at the literary writing process. The development of students writings is embedded in their family, social and scholar history. Therefore, when they write, they target themselves, their peers, their families, and their teachers. The youngsters expressive forms demonstrate the urgency of inserting subjects dear to sociocultural reality in school. Constituting literary writing as an object of teaching and learning allow us to formulate specific devices to this practice, and to consolidate a didactic perspective of literature writing as well. (AU)

FAPESP's process: 17/02847-1 - The literary writing in Portuguese Language lessons in middle school
Grantee:Sarah Vervloet Soares
Support Opportunities: Scholarships in Brazil - Doctorate