Analysis of discursive and disciplinary characteristics in articles on teaching of writing in the early years of elementary school published between 2008 and 2018 ^{1 2 3}

Abstract

This bibliographical research exposes discursive characteristics of the “teaching of writing in the early years of elementary school” school content when taken as object of study and proposes reflections on its disciplinary configuration (Foucault, 2004). The analysis covered 15 articles, from two areas of knowledge, “Psychology” and “Education.” We focused on the characterization of the discursive genre “scientific article” (Bakhtin, 2011), and identified important disciplinary distinctions in the productions of each area of knowledge. Whereas Psychology publications exposed results from tests and tasks to verify writing knowledge and corroborate previous research in standardized articles according to the IMRD communication model, Education publications did not conform to this model and focused on teaching of writing processes based on different didactic practices. Identifying characteristics of legitimization of research results as teaching objects in the school sphere was also possible.

Keywords
teaching of writing; first cycle of elementary education; production of knowledge