Brazilian Chronicle and Photography in Contexts of Creative Writing Development:

Study of a School Intervention Practice

Abstract

The objective of this work is a critical-analytical investigation of an intervention project applied in a public school in Goiânia, whose objective was to promote creative writing practices dimensioned according to social aspects and in appreciation of the reality-world experience of the students, in accordance with the terms established by Franchi (1991). In this sense, the Brazilian Chronicle, understood as a social genre, was used in a multimedia interface with photography in order to structure an interventional proposition that, in addition to mobilizing linguistic knowledge in its pragmatic use, would provide potential for critical and autonomous expression in school contexts. Additionally to creative production, the social circulation of the produced texts was also promoted as the last stage of intervention, avoiding the practice of “school simulation”, in which the texts are produced as a mere internal exercise. The resulting analysis from this intervention process, which was the core of this work, indicates an important consideration of creative writing practices in the constitution of a critical language teaching. The effect of acquiring linguistic knowledge – such as the use of figures of speech – and theoretical-literary knowledge – such as the aesthetic mediation of literature in relation to the world – proved not only effective from the school “content-oriented” point of view, but also highly emancipatory in terms of educational background.