Abstract
This work presents partial results of an investigation concerning the relationship between oral narrative discourse and the construction of written discourse in child development. Two groups of 15 children are observed longitudinally throughout their 3rd to 5th year of elementary schooling (Ensino Fundamental, in Brazil). In one of the school classes our research team develops a work of educational intervention. The focus of the investigation is to analyze the textualization process in the development of narrative genres under two perspectives: from the point of view of the text as a product, and from the point of view of the school’s interference in the process. The theoretical framework assumed is that of the socio-discursive interactionism (Bronckart, 1997; Schneuwly & Dolz, 1999; Vygotsky, 1988). Key words: written and oral narratives; written language development; formative intervention; didactic transposition; socio-discursive interactionism.
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