Letramento e atividades de retextualização nos anos iniciais do Ensino Fundamental: abordagens didático-pedagógicas.

Abstract

The present work is characterized as a bibliographic study, of a qualitative nature, which is based on theories and legal bases that fundamentals the teaching of the Portuguese language, focusing on methodologies and pedagogical practices focused on literacy and, more specifically for teaching activities. retextualization, from the use of textual genres. The research, in general, aims to highlight the importance of retextualization for literacy practices in the final years of elementary school, from the adoption of the textual genres parlenda and short story. Specifically, the work aims to discuss theoretical assumptions of the Portuguese language; characterize the concept of literacy and its importance for Portuguese language teaching; highlight the importance of textual genres for literacy practices; propose retextualization activities of the genre parlenda for the short story, applicable, especially, to the final years of elementary school. As a product, a didactic sequence suggestion is presented, which presents suggestions for retextualization activities from the textual genre parlenda for the short story. It is concluded by the present study that the school must conceive literacy as an immersion that the child or young person has in the world of writing, and in view of this new vision and conception, the educator can observe that there are countless possibilities for pedagogical practices to working the teaching of Portuguese language, with regard to writing and reading, among them, retextualization assumes a fundamental role.