THE “PERSONAL DIARY” TEXT GENRE AS A PRE-(TEXT) FOR IMPROVING READING SKILLS AND DEVELOPING WRITING ABILITIES IN 6TH-GRADE STUDENTS

Abstract

The development of readers and writers remains a persistent challenge in Brazilian basic education, especially in view of contemporary sociocultural and technological transformations and the educational impacts resulting from the COVID-19 pandemic. This article presents a qualitative, descriptive study conducted with 13 sixth-grade students from class 61 at Escola de Educação Básica Senador Renato Ramos da Silva, in Palhoça, Santa Catarina, Brazil. The study aimed to identify difficulties related to reading and writing practices and, based on this diagnosis, to develop a pedagogical intervention proposal grounded in the Personal Diary textual genre, understood as a pre(text) for the development of these skills. Data were produced through a printed diagnostic questionnaire, observations made during the approach to the class, and analysis of students’ written productions. The results indicated different levels of engagement with reading, difficulties in interpreting textual information, and weaknesses related to spelling and textualization, although most productions displayed narrative coherence. Based on these findings, a didactic sequence consisting of eight stages was developed, articulating reading, interpretation, language analysis, textual production, revision, and socialization. It should be emphasized that the sequence was not implemented during the research period; therefore, the study does not allow claims about empirical effects of the intervention on learning. The contribution of the study lies in linking diagnosis and pedagogical proposition, indicating possibilities for using the Personal Diary in meaningful reading and writing practices.