Letramento e prática político-cidadã: leitura da Constituição em miúdos I no ensino fundamental

Abstract

In the context of teaching reading with a view to discursive literacy practices based on a criticalsocial approach to texts, it is crucial to understand that varying pedagogical strategies is essential to promote student engagement. This work, entitled “Literacy and Political-Citizen Practice: Reading the Constitution in Kids I in Elementary School”, was motivated by the perception that reading classes have been of little significance to students, as Antunes prescribes. In response to this need, the aforementioned action research uses legal text as a tool to promote students' critical-social literacy, with a view to training young people as agents of change in their territory. In this way, she was focused on using the legal text “Constituição em Miúdos I”, a book from the “Coleção em Miúdos”, released in 2015, which presents the Federal Constitution in narrative format. Recognizing the importance of incorporating resources such as adapted works, videos, podcasts and interactive materials to enrich the learning environment in the classroom, the proposal explored the content of the Brazilian Federal Constitution in a didactic, clear and objective way, using accessible language. As a theoretical basis for mentioning the formation of transformative agents, Santos (2018) and Cosson (2011) were addressed; when referring to studies on literacy and multiliteracies, Kleiman (1995), Rojo (2009), Soares (2002), Street (2014), Fairclough (2008) and Cosson (2011) were used; Reading activities were discussed in the light of Freire (1989), Zilberman (2001), Lerner (2002) and Antunes (2003) and to approach the legal text as a language genre, Bakhtin was used (2016), Miller (2009) and Oliveira e Paiva (2018) as conceptual foundation. Based on the methodological principles of action research by Bortoni-Ricardo (2008), David Tripp (2005) and Thiollent (2009), this work was applied to a 9th year class at Colégio Estadual Dr. Evandro Mendes, located in Lagarto/ SE. The methodological path of intervention was through the application of the Didactic Module Citizenship in action: from the work Constitution in Kids I to political-citizen practice, which gave rise to a pedagogical notebook. The implementation of the pedagogical proposal, with an emphasis on critical literacy and political-citizen practice, generated significant results and promising perspectives. These results contributed to strengthening the critical engagement of young people, encouraging them to intervene in reality and exercise their citizenship.