O ensino/aprendizagem da leitura e da escrita na perspectiva de gênero textual

Abstract

This study originates from the SID (Sócio Interacionismo Discursivo) Social Interactive Speech (SIS) on the presupposition that the teachers’ theoretic conceptions are reflected in their teaching practice which, in its turn, reflect on the students’ education. We share Bakhtin (1992), Bronckart (1999) and others’ the concept that teaching/learning of reading and writing constitutes itself as a part of and for society as from the multiple contacts among people, seeing that we all belong to a lettered society. In this context, the process of acquisition of reading and writing should be supported on textual genres that are socially available. Research was carried out with two classes of the 1st Series, in which one of the series was contemplated with a reading and text production project that was applied during six months for posterior comparison between production of students who were in contact with the referred to project and the other class that was did not develop systematized work with textual genres. The instruments used for collecting of data were observation, semi-structured interviews for teachers, questionnaires for students and analysis of documents. The study made it possible to understand that the use of textual genres in classroom provides for more noteworthy learning, seeing that it is at school that the students prepare himself to live outside of it.

Date of Award	2013
Original language	Portuguese
Supervisor	Emmanuel Maria Carlos Borrego Sabino (Supervisor) & OSCAR CONCEIÇÃO DE SOUSA (Supervisor)