Leitura e prática docente: evento de letramento em sala de aula com cartas pessoais

Abstract

This paper proposes paths through action research makes possible pedagogical activities alternatives that allow the students build their learning and that reading can be an action of teaching practice able to develop literary skills in the expansion of reading capacity. The study also proposes favoring and mastery of writing thus promoting literary literacy in a move that incorporates the formation of the reader, the pleasure of reading and the shared construction of interpretation. Reading and writing relationship in this context becomes meaningful and effective life and the everyday. Is evident in the social literacy in the construction of knowledge as well as the rescue of values; solidarity, love of neighbor and solidarity gestures, in this case the written communication (Personal Letter). The literary literacy shares up in fiction and reality and beyond the school environment to fulfill the social role. Therefore, on the theoretical postulates that offer us support in this task stand out Marcushi (2001, 2005), Regina Zilberman (2003), Marisa Lajolo (1985), Kleiman (2000), Roxane Rojo (2004), Rildo Cosson (2006), Emerson de Piretri (2007), Paulo Freire and Donald Macedo (2013), among others. This research is situated in an interactionist perspective of research where interaction achieved in reading and teaching practices where literature and literary literacy with social emphasis which can be observed in the school context but also outside of it will be adopted. Taking the integration of new literacy practices already written and streamlining the daily lives of Portuguese classes of 6th to 9th grade.