A leitura no processo de ensin-aprendizagem da escrita em língua portuguesa no Instituto Federal da Bahia (IFBA).

Abstract

Reading and writing are actions that are part of the identity, political and cultural constitution of the speaker and involve several social practices, among them is the literacy. Therefore, the research entitled Reading in the teaching-learning process of writing in Portuguese at the IFBA aims to verify how reading contributes to the triggering of literacy practices at the Federal Institute of Bahia - Salvador campus (IFBA), with technical high school students of the Buildings and Geology courses, from the 1st and 3rd period. The theoretical subsidy was generated from different areas of knowledge, such as Textual Linguistics, Discourse Analysis, Psycholinguistics and Applied Linguistics, represented by theorists: Solé (1998), Koch (1992, 1999, 2008), PÊCHEUX (1990) Soares (1988), Kleiman (2008, 2016), Antunes (2006, 2008, 2009), Bakhtin (1997,1999). In this context, what is the role of reading in language practices at the IFBA technical high school? The option for qualitative research of an ethnographic nature was chosen because it is the most viable to achieve the expected objectives, considering the context and the participants as the main protagonists of this study. It was possible to observe that there is still a great need to investigate this theme, as the misunderstandings are still present in the teaching of the mother tongue, even in the face of the numerous existing researches, since the results of Brazil's annual evaluations in national and international exams remain unsatisfactory