Written narratives productions: a review of litterature emphasizing pedagogical practice

Abstract

This study is to present a view from researches about pedagogical practices developed during the teaching processes of textual production of stories done with Junior High School’s students from de first cycle. This is a systematic review, conducted from a search for articles in Capes Journal Web Portal whose one of the specific criterions was the period between 2004 and 2014. Through content analysis, studies were divided into four thematic categories. Results of analysis of 21 studies indicated the predominance of two categories: development of didactic sequences or programs for interventions and pedagogical strategies during the process of textual production teaching. Interventions in written narratives production prioritized individual activities developed with students. The didactic sequences emphasized the role of the genres as object for teaching and learning or considered dimensions of the elements that compose them. Regarding pedagogical strategies, we evidenced two focuses: strategies directed to norm and text and strategies destined to notion of textual genres specifically to recognize discursive and linguistic aspects. We conclude that researches pointed to the necessity and importance of explicit instruction on teaching process of the textual production. Besides, the focus of the researches, until now, is directed to activities developed with students. So we verified that there is a gap into scientific literature regarding development of programs for teaching or intervention with focus to the teacher’s work into classroom to help students develop their written narratives productions.