Os projetos de letramento e a escrita processual: algumas contribuições para as aulas de língua portuguesa
The Literacy Projects are characterized by emphasizing activities involving reading and writing as social practices, as well as pedagogical didactic strategies capable of promoting the articulation between the curricular contents established with a focus on the teaching and learning process to so...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Brasil
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/29265 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | The Literacy Projects are characterized by emphasizing activities involving reading and
writing as social practices, as well as pedagogical didactic strategies capable of
promoting the articulation between the curricular contents established with a focus on
the teaching and learning process to socio-historical situations and cultural aspects of
the student, resurrecting them. Thus, the objective of this work is to investigate the
contribution of Literacy Projects to the writing practices of students of a 7th grade class
that presents a high degree of difficulty in reading and textual production activities.
Theoretically, we adopted as references the contributions of Literature Studies as
social practice (KLEIMAN, 1995, 2000, 2005; ROJO, 2009; ROJO, MOURA, 2012;
SOARES, 1998, 2003; TFOUNI, 1995), including the assumptions alluding to the
Literature Projects (OLIVEIRA, TINOCO, SANTOS, 2011). To support the approach of
genres as artifacts in literacy events and practices, we use Bakhtin's (2003)
contributions as well as the conception of writing as a procedural activity based on the
postulates of Passareli (2004, 2012) and Meurer (1993). Regarding the rewriting
process, we rely on what establishes Menegassi (1998), Serafini (1989), Geraldi
(1996) e Ruiz (2013). In the methodological terms, the proposed research establishes
itself as a Thiollent action research (1986) and follows guidelines of the qualitative data
approach proposed by Bodgan and Biklen (1994). The results point to the relevance
of the implementation of the Literacy Project to improve students' performance in
reading and textual production of proposed discursive genres. |
|---|