Detalhes bibliográficos
| Autor(a) principal: |
LOPES, Ana Paula da Silva |
| Data de Publicação: |
2023 |
| Tipo de documento: |
Dissertação
|
| Idioma: |
por |
| Título da fonte: |
Biblioteca Digital de Teses e Dissertações da UEPB |
| Texto Completo: |
http://tede.bc.uepb.edu.br/jspui/handle/tede/4609
|
Resumo: |
Students enter elementary school with difficulties in reading and writing, thus making it difficult to advance in the knowledge they must acquire. When analyzing the situation of our school in relation to data released by the National Institute of Studies and Research (INEP - Instituto Nacional de Estudos e Pesquisas), noting that our Basic Education Development Index (IDEB - Índice de Desenvolvimento da Educação Básica) needs to be improved, knowing that it measures, in addition to the approval rates of public schools, it also analyzes knowledge of Portuguese and Mathematics, so it is necessary to turn our attention to these numbers and to the resolution of this problem. Our school, located in the county of Nova Cruz - RN, is a state institution and obtained an average of 3.1 in 2021, so our projected goal would be 4.5 for years to come. Faced with this scenario, we thought of a pedagogical proposal that has the general objective of elaborating a didactic sequence based on the model of Dolz, Noverraz and Schneuwly (2004) that has the purpose of improving the reading and writing of our students using as an object of study the textual/discursive genre literary memories. The research fits a qualitative approach, of a propositional and descriptive nature, constituting itself in a bibliographical research. A work that starts from the investigation of a problem in the classroom and that uses books, websites and other publications that address the theme discussed here. We take as a theoretical basis in relation to reading and writing Solé (1998), Campos and Lima (2004), Cafieiro (2010), Koch and Elias (2021, 2022), Koch (2015), Kleiman (2002), Duran (2009), Terra (2019), Geraldi (2003), Marcuschi (2010), Dolz and Schneuwly (2004). With regard to textual/discursive genres, we used Brasil (1998), Brasil (2018), Marcuschi (2008, 2010), Fiorin (2020), Bakhtin (1997, 2016), Sobral (2009), Koch (2015, 2021), Nascimento (2018), Gaydeczka (2013), Silva (2021), Altenfelder and Clara (2021), among others, with all the chapters passed by official education documents Brasil (1998), Brasil (2018). We hope that students will be able, through this proposal, to improve reading and writing, as well as expanding the repertoire of the studied genre and consequently improving the school's IDEB. |