Criação de títulos e personagens em histórias inventadas: estudo sobre as relações associativas e suas conexões com a memória semântica e a geração de ideias

Abstract

Dedicated to analyzing writing processes in pairs – in the real time and space of the classroom – among newly literate students, the chosen object of study is located in the field of Text Genetics (GRÉSILLON, 2007), with the enunciative approach as analytical support (BENVENISTE, 1991). Furthermore, given the interdisciplinary nature of this study, contributions belonging to Cognitive Psychology were also used in order to anchor discussions on writing models (HAYES & FLOWER, 1980; BEREITER & SCARDAMALIA, 1987, among others) and memory (ANDERSON , BADDELEY & EYSENCK, 2015; BADDELEY, 2000). The delimited corpus belongs to the collection of the School Manuscript Laboratory (LAME) and comprises proposals for textual productions carried out in classrooms in Brazil and Portugal. In total, 6 deed processes were analyzed, 3 of each pair. The processes were registered through the Ramos System, a method developed by Calil (2020a) and which brings together a technological apparatus composed of digital cameras, recorders and a smart pen – called smartpen. All the material cited forms the basis for the development of the question that guides this work, whose objective was to investigate how associative relationships connect with the semantic memory of students and generate ideas for the creation of textualized titles and characters in the final manuscript to be delivered to the teacher. To achieve the proposed objective, associative relations – connected to the creation of students – were identified, described and coded according to types 1, 2 and 3 described by Suenaga (2005). However, the data shows that the existing categories do not account for the multiplicity of ways in which associations can be established – especially when considering the activity of writing in pairs a single invented text and within the classroom, respecting its characteristics as much as possible. Also, it was observed that the role played by the teacher, through discussions and interventions, can cooperate to trigger associative relations responsible for rescuing students' mnemonic knowledge during the generation of ideas for their texts. Through this study, it is expected to contribute significantly to the investigations dedicated to writing in process, especially of students in the first years of schooling.