IMPORTÂNCIA DAS SEQUÊNCIAS DIDÁTICAS PARA O ENSINO DA LEITURA E DA PRODUÇÃO TEXTUAL

Abstract

Based on the assumption that the work with reading and textual production is indispensable in the teaching of LP, this investigation aims at presenting a method that allows the work with both approaches in a harmonious way. In this case, this work seeks, as the general objective, to discuss a possibility of conjunction of methods, namely, the Didactic Sequence (SD) perspective and the Receptive Method (MR), aiming at the development of a better didactic transposition process. As the specific objectives, we seek to develop in this work an analysis of sequences created from the reception method, by complementing them with other steps of the Dolz, Noverraz and Schneuwly (2004). Therefore, from a methodological point of view, our data consists of two sequences of classes prepared by students of the Portuguese Language course. In order to substantiate this investigation, we delve deeper into the work of Dolz, Noverraz and Schneuwly (2004), which focus on more specific work with genres and textual production. As for the work with reading, we used the work of Bordini and Aguiar (2012). From a methodological point of view, we selected two didactic sequences prepared by students of the Literature course at the Federal University of Paraíba, in order to work on both approaches, and then, analyze, apply suggestions and present a scheme that contemplates both methods. For the collection of this data, the signing of the Free and Informed Term was considered, as attached. With the analysis, in summary, it was possible to see that working with both approaches is possible and we would even say necessary, so that one complements the other, considering that one is aimed at reading and the other at textual production. Therefore, the joint work is able to reach the fundamental levels proposed for teaching LP.