THE PERSONAL NARRATIVE IN THE PROCESS OF TEACHING-LEARNING ABILITY OF WRITING IN SPANISH

The practice of significant writing in foreign language teaching and learning is always delayed and practically nonexistent in basic education. In this work we explore the narrative strategies used by a student of vocational secondary education at a public school, using the writing and rewriting of a text produced in Spanish. This work was part of a broader learning experience that was made in the last year of high school, at the Instituto Federal de Alagoas (IFAL), on campus Marechal Deodoro (MD), in the first half of 2013, and aimed to develop the writing skills of students in Spanish as a foreign language, under the view of a process and under the perspective of a production of a textual genre. For this, we used the personal narratives, which are a very common genre in our oral interactions of everyday life. According to Labov and Waletsky (1967), in the internal structure of these oral narratives, there are certain elements that are usually incorporated in the written narratives. The analysis showed that the learning of writing is a process, and that the use of the personal narrative genre as a teaching strategy was efficient to the extent that it helped to raise the student-participant’s awareness about how this process took place, from the explicit teaching that involved the planning, the writing and the rewriting of the text produced