The writing of the poem textual gender in elementary school I

Abstract

This article, of qualitative nature, discusses the writing of the textual gender poem in Elementary School, trying to evaluate its internal components (thematic content, language style and compositional structure), relating them to the Didactic Sequence elaborated and executed by the teacher. The study begins with a brief rescue of the writing teaching history, the beginning of literacy practices and the teaching of textual genders in Brazilian schools. In addition, recovered work about the importance of the Didactic Sequences for the teaching of genders. Finally, we observe the writing activity of the textual gender poem by fifth grade students in Elementary school, whose texts are described and analyzed. The obtained results point, positively, to suit the theme and the required compositional structure, but indicate weaknesses in the language style. The analysis of the results suggests a direct relationship between the activities of the Didactic Sequence and the developed components in the poems.