Leitura escrita e letramento: uma proposta de sequência didática com gênero reportagem.

Abstract

The school can offer appropriate stimulus concerning reading, writing and literacy since motivating moments are promoted in its daily routine. For situations of effective learning take place, teachers need to use the right tools to promote change in the students‟ school and personal life. From this perspective, it is understood that the quality of those moments are fundamental for a real and effective learning. So, this research aims at discussing issues related to the importance of reading and writing skills, and analyses some of the teacher‟s practices, discussing his role as a facilitator of learning, and it also reflects on the need for the teacher in motivating and guiding thestudents in order for them to learn and know how to use the acquired knowledge. , this research presents a didactic sequence through the genre “reportage”, theoretically commented and justified. The didactic sequence corpus was taken from the magazine “RevistaMundoEstranho” [Strange World Magazine] and the reportage, “How was a typical 1960s party?” (our translation) offers inspiring cultural knowledge that can be linked to the students‟s today‟s life, being ­ the theme ­ very attractive to the target audience. For such task, the theoretical support will be taken from Leffa (1996), Antunes (2013), Almeida (2010), Vieira (2005), Dolz, Noverraz&Schneuwly (2013), PCN­LP (1997), Cosson (2007) e Oliveira (2013), among others. This research offers the teacher a didactic material that can enrich his professional practice through the idea of a praxis concerned with analysis and observation of results, aiming positive daily results.