Identidade & Memória: produção e refacção de textos por alunos do 8º ano do Ensino Fundamental

Abstract

This work presents an analysis of a study carried out with pupils of this level in the primary education institution, located in Capela – Alagoas. We aim to reflect on the literary memories productions which the pupils of this grade will come out with after an interview with an inhabitant of their village. Thus, thanks to the help we can offer through the use of notes, the pupils can talk about and describe the place where they live, bringing forth for their texts memories as well as collective and individual identities. In the methodological area, we will carry out an action-research, because this type of research privileges the experience and culture of the participants who build up the teaching-learning process in the context where they are involved (THIOLLENT, 1988). As theoretical prerequisites, we adapt among others, Bakhtin‟s (1990, 1997), Ruiz‟s (2015), Moita Lopes‟s (2002), Stuart Hall‟s works (2003). These authors will give us the basis to have a global vision of the text, correction, memory and identity. The results have shown that the pupils‟ results improve dramatically when the notes are written in an objective way and lead to general aspects of the text.