PERSPECTIVES OF TEXTUAL LINGUISTICS IN BASIC EDUCATION: SHAPING READERS AND STORYTELLERS

Abstract

This article deals with the experience of working with the folk tale gender in the final grades of elementary school. It is a pedagogical project, developed in 2017, that involved sixth graders. The proposal disclosed in this text invited participants to narrate folk tales to students in the fifth year of elementary school. In order to identify the importance of the theoretical foundation in teaching, some theoretical assumptions have given support to this teaching plan. As an example, the term text, is taken under two theoretical perspectives: first, as a discourse, the product of social interaction between people who are part of a sphere of human activity (BAKHTIN, 1992); secondly, as a unit of meaning consisting of elements of textuality, specifically in this essay, by intentionality, acceptability, and situationality (SANTOS;  RICHE; TEIXEIRA, 2012; COSTA VAL, 1991). In this article, some reflections are also made on the contributions of Textual Linguistics to teaching of the native language. Final considerations show that working with the text gives students involved not only the development of discursive skills, but also the formation of individual and collective identities.