Ensino de leitura para o letramento e a cidadania : a reportagem audiovisual no livro didático

Abstract

The present work is the result of a pedagogical intervention proposal about the teaching of reading for literacy and citizenship, developed in a 6th grade class of Elementary School II in a municipal school in the city of Fatima -BA. It starts from the analysis of the didactic textbook "Project Teláris: Portuguese 6º ano", adopted for the investigated grade and the possibility of carrying out educational practices with an approach of a more interactionist nature. The main objective of this work is to promote literacy practices focused on the local color and subjects identity that integrate the school context, from the activities proposition to amplify those proposed by the book, engaged in textuality perspective. For the execution of this proposal we use the written and oral modality of the report allied to the new technologies. This dissertation theoretical contribution is molded by Bakhtin’s (1992,1997and 2009) perspective of genres; Antunes’ perspective of textuality (2009;2017); about didactic sequences centered in textual genres, by Dolz, Noverraz and Schneuwly's (2011); and, lastly, in Kleiman (1995 and 2005) and Soares (1995, 2003,2004 and 2017) to deal with literacy. It is also based in official documents guiding Brasilian education to think citizenship and literacy, as the Portuguese National Curricular Parameters (1998), National Curricular Guidelines to basic education (2013) and Curricular Common National Basis (2017). This research came from the alarming results of the external evaluations, which indicated low proficiency levels in reading and writing and which, in turn, are configured in high rates of functional illiteracy, demonstrating thus, a negative reflection of the failure of working with texts. In this perspective, this proposal will use as methodology an action research and theoretical research, initially through the bibliographical studies, followed by the development of a didactic sequence that will include reading, interpretation and production of audiovisual report activities, whose purpose is to raise teachers attention about the development of didactic activities that consider literacy and contribute to improve students' proficiency in reading and writing. The results show that methodological proposals for language teaching in reading and writing, which are not limited to thinking and understanding the genres, but which appropriate them to communicate/express themselves in creation, circulation and reception real contexts, give meaning to the learning process, and in addition to increasing students literacy level, contribute to the broad development and exercise of citizenship. As a product of this work, a pedagogical book is published with activities for reading and textual production with the genre reporting.