A leitura e a escrita na prática docente no ensino médio: Uma reflexão a partir de uma experiência no Programa Institucional de Bolsas de Iniciação à Docência- PIBID

Abstract

Our objective in this work is to emphasize the importance of teaching practice based on the observations and experiences lived concerning the reading and writing processes during two and a half years of permanence in the Institutional Program of Initiation to Teaching - PIBID. Through the observations of the teaching practices of the teachers we followed, we were able to access the reality of many Portuguese language classes in high school, and it was this lived reality that boosted the production of this work. In view of the teaching practice developed in teaching reading and writing, we seek to contribute with new methodologies from the use of didactic sequences, focusing on the improvement of writing, with a view to writing ENEM. The sequences were worked together with the students of two classes of the 3rd year, one of them being the EJA, cycle V, of E.E.E.M. Professor Luiz Gonzaga de Albuquerque Burity, located in the Tambiá neighborhood, in the city of João Pessoa. To guide our work in relation to the reading and writing processes, we use the three great official documents that govern high school: The National Curriculum Parameters: High School (2000), The Curriculum Guidelines for Secondary Education (2006), and the Reference Curriculum for the High School of Paraíba (2006), which are based on the Law of Guidelines and Base (LDB, 1996). We also use theoretical works such as Antunes (2003) and (2007), Koch (2015) and (2017), and Passarelli (2012).