A INTER-RELAÇÃO ORALIDADE-ESCRITA NO APRENDIZADO DA REDAÇÃO

This paper focuses on learning how to write texts. It is based on the assumption that in the process of construction and development of the ability to produce written texts, children use their knowledge of spoken language to interact with the new knowledge object. This tenet is taken as an accepted fact by various studies: Ferreiro & Teberosky, 1985; Soares, 1988; Smolka, 1988; Rego, 1988; Michaels, 1991, Collins & Michaels, 1991, among others. The present paper makes an analysis of one oral and one written text, produced at the beginning of the literacy process by a six-year-old girl and boy, respectively; it points out certain linguistic and textual composition resources used by the girl in her oral report in circle time at school that are also used by the boy in his written report of a story without words read with the teacher

5) O desenvolvimento do conhecimento lingüístico-discursivo: o que se aprende quando se aprende a escrever?

Inglês: This paper focuses on linguistic and discursive development in written language and it examines what is learned when someone learns to write. It is argued that, beyond the intuitive knowledge students can develop by simply interacting with written texts, it is necessary an explicit and systematic work of the teacher on both discursive and linguistic aspects. It is claimed, therefore, that especially the syntax of standard written language needs attention in classroom, in order to provide opportunities to non-standard speakers to become familiar with these linguistic resources