Leitura: uma prática essencial para o desenvolvimento humano nas aulas de Língua Portuguesa

Abstract

The present memorial brings the personal and scientific activities that permeated my life trajectory and as a subject in the academy, which were fundamental for a professional trajectory as a teacher in the State Teaching Network. It supports the idea that reading is fundamental to the development of the subject and also a way of leading him to a journey of unique personal transformation. It points to a perspective of working it from the textual genres, as instruments mediating the teaching-learning process of the language, as well as the discursive marks that constitute it, becoming fundamental for the development of an effective pedagogical practice. Therefore, a work was developed through a methodology of Didactic Sequence, as proposed by Dolz, Noverraz and Schneuwly (2004). All this, with the aim of making a reflection on the existing reading practice, what is intended as desirable in the current school context in front of the whole technological apparatus, which eventually leads the student to leave the book aside. It is based on the principle that the teacher needs to recognize himself as a subject in the mediation of knowledge, which is only possible through a research with the intention of stimulating the student to perform different readings, thus becoming subject in the construction of critical autonomy through the literatures and Production of texts. For that, concepts such as ethnography, conceptions of language and text, reading as an essential pedagogical practice, reading as a fruition of the text, literacy, text production and school, freedom and autonomy were mobilized. The research instruments were: conversation wheels, semi-structured questionnaires and diagnostic evaluation. These instruments contributed to the construction of a didactic proposal from the fable and chronic genres, and with which it was tried to work activities of reading and production of new texts, aiming at improving in the students of Elementary School the reading comprehension and the possibilities of establishing relations And construction of meanings, as well as the fluency and expressiveness in reading by these students.