Projetos de letramento: impactos no ensino de escrita no contexto escolar

Abstract

This research has as its object of study the Literacy Projects, characterized as a didactic device (OLIVEIRA, 2016) that proposes the use of reflective and collective practices relevant for the resizing of writing teaching in the school environment. In this sense, we present a delineation of how the school can be an indispensable literacy agency for the creation of methodologies that enable the student to live with activities in which the acts of reading and writing are connected to concrete contexts of human interaction. Thus, we aim to investigate the impacts of Literacy Projects to improve student learning in terms of writing. Thus, methodologically, the work is based on the assumptions of action research established by Thiollent (1986) and follows the qualitative approach to data discussed by Bogdan and Biklen (1982). In addition, our discussions are based on the postulates of authors dealing with Literacy Studies and, more specifically, Literacy Projects, such as Kleiman (1995, 2002, 2010); Oliveira; Tinoco; Santos (2014), Oliveira (2016) and Santos (2012). In the Discursive Theory of Genres Bakhtin (2011). The corpus of analysis It consists of material generated during the development of the research through interviews, conversation circles, lectures, texts written by students, among other activities that contributed to the approach and circulation of diverse speech genres. The research was carried out in a 7th grade class of a public school in the city of São João do Sabugi -RN. Starting from the students' interest and from a problem they observed, the project developed covered the theme of health. Thus, the intervention performed contributed to the learning of writing, given that research collaborators experience concrete situations of the use of language by establishing a link between school knowledge and socially constructed knowledge. The results indicate that the Literacy Projects favored a better quality of the teaching and learning process, with regard to the re-signification of reading and writing practices in the school context.