CONTRIBUTIONS OF THE TEACHING CYCLE GENDER-BASED LEARNING TO THE EDUCATION OF READING AND WRITING IN ELEMENTARY SCHOOL

• Autor(a) principal: Silva de Castro, Antonia Luziane
• Data de Publicação: 2022
• Outros Autores: da Silva Lima, Paulo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EntreLetras
• Texto Completo: https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/14344
• topic: Ensino de gêneros; Linguística sistêmico-funcional; Pratica de leitura e escrita.; teaching of genres; systemic-functional linguistics; reading and writing practice

In this study, we aim to emphasize the contributions that the teaching-learning cycle methodology can bring to the process of teaching reading and writing in Elementary School. Through it, we present the concepts and foundations of this didactic tool, highlighting the structure and analysis of textual genres present in the school curriculum. In order to do so, we will show how the teaching-learning cycle methodology can bring positive results in the teaching of reading and writing, considering its organization in its three levels (1 - preparation for reading, joint construction and autonomous construction; 2 - reading detailed, joint rewriting and individual rewriting; 3 – sentence construction, spelling/vocabulary and sentence writing). At the end of this work, we will seek to verify how the use of this methodology, associated with the conception of literacy as a social practice for the study and analysis of texts, provides an understanding of genres and their different purposes in various social domains.