Caderno de acompanhamento como gênero textual na EFA de Orizona: implicações para o ensino da escrita

Abstract

The teaching of writing constitutes a student’s right and a social practice that should occupy a central position in pedagogical actions. In the context of Rural Education, this challenge becomes even greater due to the historical exclusion of rural populations from an education aligned with their social, cultural, and territorial specificities. In this scenario, Alternation Pedagogy emerges as a pedagogical proposal aimed at rural development, the appreciation of family farming, and the integration of school, family, and community through its own didactic mediations. Given this context, this study aimed to evaluate the textual genre Monitoring Notebook and its applicability as a writing-teaching tool for high school students enrolled in an Alternation Pedagogy program. This is a qualitative, applied research study developed through bibliographic, documentary, and field research. The methodological procedures included a literature review on Rural Education, Alternation Pedagogy, writing instruction, and textual genres; documentary analysis of the Political-Pedagogical Project (PPP) and educational documents; and the application of semi-structured questionnaires to tutors and Portuguese Language teachers at the Agricultural Family School of Orizona (EFAORI). Data interpretation was carried out through Content Analysis organized into thematic categories, as proposed by Bardin (2009). The theoretical framework was based on studies by Rojo (2001, 2005), Marcuschi (2008, 2010), and Bakhtin (2016), who discuss language as a social practice; and Gimonet (2007), Silva (2018, 2019), Nosella (2020), and Begnami (2023), who address the role of pedagogical mediations in student development. The results showed that the Monitoring Notebook constitutes a textual genre specific to Alternation Pedagogy, characterized by dialogue among school, student, and family, as well as by its communicative and formative function. The data indicated contributions to writing development, especially in encouraging continuous writing practice, organizing ideas, and strengthening students’ critical reflection. However, challenges were also identified, related to writing difficulties, limited reading habits, the influence of digital practices on textual construction, and low family engagement in monitoring records. The research made it possible to understand that the teaching of writing, when articulated with contextualized social practices and mediated by genres connected to students’ realities, expands learning possibilities and strengthens the principles of Rural Education. Furthermore, it highlighted the need to expand teaching materials focused on the specificities of Alternation Pedagogy and to strengthen pedagogical practices that value genres produced within this context. As a result of the research, an Educational Product was developed to support teachers’ work with the textual genre Monitoring Notebook in Agricultural Family Schools. In conclusion, the main contribution of this research lies in understanding the pedagogical potential of this genre as a mediator for writing instruction and in valuing educational practices committed to the development of rural subjects.