O ensino da leitura e da escrita a partir da leitura e do estudo de crônicas

• Autor(a) principal: Silva, Luciana Maria da
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14505
• topic: Reading; Writing; Chronicle; Teaching Sequence; Ninth Grade; Leitura; Escrita; Crônica; Sequência Didática; Nono ano; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This study aimed to present a proposal on how to teach reading and writing making use of the teaching sequence and the chronicle genre. It was verified that there are too many difficulties in these two areas in classes of elementary school. It was selected a group of students of ninth grade of a public school to carry out the research with intervention. The public school where the research was carried out is located in the periphery of São Gonçalo, Rio de Janeiro. It was detected that the work with reading and writing in the elementary school presents too many shortcomings like, for instance, the usage of texts in Portuguese language classes just as a mere instrument for grammar teaching, in addition, there are no libraries in the schools, what end up hindering students from moving forward in these two areas of knowledge. It was chosen the teaching sequence proposal on the chronicle genre elaborated by Dolz, Noverras and Schneuwly. Such choice is justified due to the fact of being a work with defined stages, in which teachers and students can interact and develop strategies of reading and writing, adapting the sequence in accordance with their progresses. Some authors, like Stella Maris Bortoni-Ricardo, contributed effectively for the proposal, the intervention, the theoretical foundation and the implement of the research. She points out the importance of the teacher as a researcher of his / her practice that needs to be always enhanced and developed: a better understanding of his / her actions as a mediator of knowledge and the interaction process with the learners. (BORTONI-RICARDO, 2008, p. 32). In the field of studies of the Social-Cognitive and Metacognitive aspects of the reading and the writing, it was emphasized the relevance of the previous knowledge of the students in the reading and writing activities. According to Angela Kleiman, it is mandatory, during the classes and the interaction with the others, the school to contribute for the linguistic, the textual and the outside knowledge of the students, in a way that they are activated and enjoyed, in order to create an interaction between what is studied and their lives, building up an individual that will be able to change the reality around him / her and that will not become an object of manipulation. The Chronicle genre was chosen due to its characteristics: a text in prose, with a language, generally, informal and themes that suggest a critical reflection to the readers about social, political values and human issues. It is expected, with this work, to contribute for the improvement of the reading and writing teaching, also promoting a reflection about the practice of teaching on the whole.