Uma ação de extensão em escrita de redação no ensino médio promovendo o acesso à universidade

Abstract

This article is an experience and learning report, as it focuses on describing and analyzing how a course focused on writing practices can help high school students in writing. This work aims to demonstrate how the Writing Practice project allowed to improve students' knowledge and execution of the essay-argumentative genre required in the ENEM test (National High School Exam) and in the entrance exams. In addition, assistants for future high school graduates in order to prepare written texts at the university as well. Action research was carried out with the completion of an online writing course for senior high school students with descriptive and interpretive analysis. As a theoretical framework, we observed conceptualization of letters (SOARES, 2002), language as communication (FUZA, OHUSCHI, MENEGASSI, 2020), discursive genres (BAKHTIN, 2015), cohesion (COSTA VAL, 2004) and understanding (KOCH; TRAVAGLIA, 1989) . We report students' difficulties and our approach to the writing process, as well as students' productions. We describe the students' experiences when participating in an extension course, the analyzes and experience of the teacher in training in relation to the course, as well as the teacher's concerns as a researcher. Finally, we found that the experience covered not only the development of writing in the genre, but also facilitated the use of language. In addition, a teacher in training was able to experience the creation of the course, development of its material, work evaluation practices and self-reflection.