Gestão de projetos de leitura e escrita e sua interface com uma escola aprendente: uma proposta de retextualização

• Autor(a) principal: Silva, Iara Maria Noronha da
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/19397
• topic: Gestão de projetos; Leitura e escrita; Retextualização; Project management; Reading and writing; Retextualization; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present study deals with the management of reading and writing projects and their contribution to the learning teaching process at the Carlos Neves da Franca Municipal School for Early Childhood Education and Primary Education, located in João Pessoa. For this we use the retextualization strategy. We observed that project management is essential for the goals and objectives to be established and achieved by the pedagogical team, thus providing feedback on the planned actions. In addition, the classroom is characterized as a space for acquiring knowledge and, through the contact and use of textual genres, students have the opportunity to know types of text and develop reading skills. We start from the proposal of retextualization as a process that allows the transformation of one genre into another and the development of writing ability. Retextualization was analyzed through studies of textual genres – tales and comics. From this perspective, we seek the interaction between educating / text, in order to form readers students, with writing skills and in the social function that the genres exert. The theoretical foundation was based on the studies of Marchuschi (2008), Bakhtin (2011), Koch and Elias (2014), Dell'Isola (2007), among others. The methodological procedures were characterized as a qualitative research and the data were obtained through action research, involving researchers and participants of the situation in a cooperative and participatory manner. The retextualization was effective in that the students were able to rewrite the genre keeping the same sense of the base text and followed the structure of the Comic. In addition, the use of inferences and the appropriation of previous knowledge was verified, thus contributing to make the student a critical reader and a knowledge-producing agent