Projeto de letramento: uma proposta de leitura, produção textual e publicação de memórias no Facebook

Abstract

This study is inserted in the research line Structure and dynamics of language in learning activities, focusing on reading and textual production aimed at the development of a literacy project. The general objective of the research is to propose teaching strategies, to stimulate reading and text production of the genre memoir, based on the book "Morada Nova - História em construção", using language as a social practice. The specific objectives are: a) to insert in the Portuguese Language classroom practice the writing in digital environments and propose posts of memories of our place in a facebook page, as a potential pedagogical strategy for teaching reading and writing in school. b) to stimulate the interest for reading and textual production using the social network facebook; c) to contribute to the expansion of the learner's knowledge to act and interact critically in specific contexts. To accomplish these objectives, we initially conducted a propositional bibliographic review. The methodology will be to apply in the classroom reading and text production workshops, which we will call literacy events. The research is justified because our classroom practice has shown us that students have great difficulties in reading and writing, which intensified with the COVID-19 pandemic. As for the theoretical basis, we rely on Antunes (2003), Marcuschi (2001 and 2011), addressing issues such as speech and writing, textual genres, textual comprehension and sense-making; Barton and Lee (2015), who focus on the implications that the online world has for the study of language; Nóvoa (2022) addressing digital literacy, Kleiman (1995) and Rolin-Moura (2017), who address the subject of literacies; Martins (1994) and Solé (1998) regarding reading. The paper defends the hypothesis that a literacy project can stimulate reading, textual production, and the teaching of the Portuguese language itself with elementary school II students. As a final consideration, we understand that, besides the methodological benefits that the reading events proposed here can bring to the pedagogical practices of teachers, to the teaching and learning of reading and writing, and consequently to the performance of students, the literacy events promote an expansion of the meaning of the Portuguese language classes. The contents worked there no longer seem something detached from practical reality, and are now understood as a moment of acquisition of knowledge and actions that will make the student better read, interpret and produce the texts he needs and wants in the virtual support; that is, the Portuguese class makes the student effectively communicate better in his communicational environment.