http://lattes.cnpq.br/5985118418173159; BARROS, Luana da Silva.
Résumé:
Reading and writing abilities are indispensable for the practice of various social activities and for the construction of new knowledge. These practices are updated in society through the language used in textual genres. Therefore, it is through genres that the teaching of the Portuguese language can obtain favorable answers regarding the linguistic and discursive performance of students and, consequently, the good communicative development in interactions in society. Thinking about it, this research aims to report the experience of reading and textual production lived in the I Textual Festival: reading, writing and enchanting, carried out at the Antônio Amâncio da Cruz Elementary and Primary School, located in Aurora, in the state of Ceará, with the students from 6th to 9th grades as subjects. And to achieve this, we reflected on writing in the basic education class, we discussed the theory of discursive textual genres, highlighting the chronicle, the poem, the news, the short story and the comic strip; and we described the experiences of reading and writing by the students during the project. Considered as ex-post-facto, this research presents a qualitative approach. To support this present work, we used the theoretical conceptions of reading for Kleiman (2013) and Martins (1997); of writing inside the classroom for Passarelli (2012); and the study of textual genres for the practice of reading and writing for Bahktin (2003). As a results of this report, we obtained the following points: vision of a positive response about the evolution of students in relation to competencies and abilities. Out of the descriptors worked during the I Textual Festival: reading, writing and enchanting, 14 experienced an improvement, just like; encouragement of student protagonism, as well as an awakening to reading and satisfaction in writing among the students of the research school field.
