Gêneros textuais e apropriação da escrita: uma proposta para o primeiro ano do ensino fundamental

Abstract

The process of literacy involves the mastery of reading and writing according to their social functions, present in everyday life. This research had as objective to present a proposal of intervention through didactic sequences for the first year of elementary school, directed to the textual genres as subsidy for the appropriation of writing. In order to base this work, we opted for bibliographic research of a qualitative character, based on authors such as Soares, Mortatti and Zabala. Considering the methodological trajectory, after the selection of the textual genres, tables were elaborated to show the relationship between textual gender, linguistic ability, textual type and gender function, which allowed the elaboration of didactic sequences. From the study carried out, it can be said that this methodological alternative can be a viable option for a more meaningful learning regarding the appropriation of writing through the textual genres in the perspective of literacy.