Leitura e escrita na perspectiva das práticas dos multiletramentos: uma proposta de intervenção para o 7ºano do ensino fundamental II.

Abstract

The present work highlights the importance of multi-rules as a pedagogical proposal to the teaching Portuguese language for the effective formation of the students, thus discarding a traditional education that insists on working the content in a decontextualized way, while disregard students' prior knowledge, culture and values. The purpose of research was to understand how the teaching-learning process takes place, from the perspective of multi-instruments, considering the reading and comprehension difficulties of the students. For To ground the work, as regards literacy and multi- in Kleiman (1995, 2007, 2008, 2013), Rojo (2009, 2012), Soares (2008), Tfouni (1995), who defend the importance of the dialogue between the school and the social practices of students, with a view to training them to make use of language in their different social contexts. As for textual genres, Marcuschi (2008) states that the subject who dominates reading and writing, of various genres, has a wide power in society, because it is capable of various social practices. As for the methodology, it is an exploratory research and qualitative literature which results in the presentation of a sequence didactics from the perspective of multi-teaching, and is aimed at language teachers Portuguese who work with students of the seventh grade of elementary school. Through the analysis of activity about the short story genre, found in the 7th grade textbook, Portuguese and languages Cereja and Magalhães (2015), we realize that this brings only fragmented sections, which prevents the student from having a broader understanding of the topic addressed. Furthermore, it does not consider your previous knowledge; the orality; linguistic analysis and textual production. In this In this context, we note the lack of an innovative methodology that considers these factors relevant in teaching learning. Therefore, the pedagogical proposal, presented here, through of a didactic sequence (SD), aims at the production of a photonovela, from the genre tale, through multi-practice practices involving digital technologies and media, thus contemplating the mass culture associated with school content, with a view to stimulate student protagonism.