Projeto de letramento: implicações na autonomia na produção escrita dos discentes no ensino fundamental II

Abstract

This work has as object of study the literacy projects that are characterized by emphasizing the social practice of reading and writing; by conceiving knowledge as dialectically built, contextualized and be driven by the real need of the student, so as to promote the redefinition of teaching and resizing the teacher's role, the student and the school in the social context and the teaching / learning process. In this sense, the objective is to analyze the implications of the development of Literacy Project in Portuguese classes aiming the writing autonomy of the student's 9th graders (elementary II). Theoretically, the research proposal is based on the assumptions presented by Literacy Studies, specifically with regard to literacy projects (OLIVEIRA, 2008; TINOCO, 2008; SANTOS, 2012, OLIVEIRA; TINOCO; SANTOS, 2011), the Theory Genres of speech (BAKHTIN, 2011) as well as in writing perspective as procedural and collaborative practice (PASSARELLI, 2004; SOARES, 2009). In terms of methodology, following qualitative data approach (BODGAN; BIKLEN, 1982), setting up, more precisely, as action research whose purpose is to diagnose and transform reality that affects those involved (CHIZZOTTI, 2013; MOREIRA; CALEFFE, 2006). Its realization comprises a series of procedures including, among others: problem definition, implementation and evaluation of action. The analysis corpus consists of material generated during the proposed sequence, more specifically in the application of techniques such as interviews and conversation circles, quizzes, image and video records and field notes. Discussions indicate that the classroom work with Literacy Project involves the most significant approach to contemporary social issues, the larger circulation and production of various genres of speech and hence the more effective participation of students in reading activities and writing, which favors the improvement of their performance in terms of communicative demands, whether oral or written.