A leitura e a escrita como atos interdiscursivos: implicações para a prática alfabetizadora

Abstract

The survey, titled READING AND WRITING AS ACTS INTERDISCURSIVE: implications for literacy practice, we had the general objective to develop an educational intervention in the 2nd year of Literacy Cycle in a school Municipal Public Network Fox, in view of the teaching of written language as an interdiscursive process. The specific objectives sought were: to identify the conceptions that have founded the initial teaching of written language throughout history; understand the teaching of reading and writing at the beginning of schooling as a process of interlocution; to verify the nature of the activities developed in a municipal public school in Raposa, as well as the strategies used by the teacher of the 2nd year of the Literacy Cycle in reading and writing situations, aiming at an intervention process; and, finally, to produce a book, adopting the letter discursive genre, with the experience of intervention developed in the 2nd year of the Literacy Cycle in a school of the Raposa Municipal Network. The study was carried out through action research, considering the nature of the Professional Master's Degree, whose instruments of data generation were participant observation and the semi-structured interview. The subjects of the research were the teacher and the children of the 2nd year of the Literacy Cycle and also the researcher herself. For the elaboration of the text, the following interlocutors were interviewed: Vygotski (1995); Leontiev (1978); Bakhtin (2011); Bakhtin / Volochinov (2014), Mortatti (2014, 2012, 2006); Frade (2005, 2012), Smolka (2003), Thiollent (1988), Gontijo (2002), among others. The school, research locus, is in Fox, Maranhão municipality located in the micro region of Agglomeration St. Louis Urban In this paper, the methodological approaches are described which have been set, especially route changes during the investigation; an analysis is made of the trajectory of literacy methods and practices. Next, the debate about the appropriation of the written language of the child based on the historical-cultural (Vygotsky) and dialogical (Bakhtin) conceptions is presented, presenting the data generated in the moments of participant observation. Afterwards, the proposed Intervention Proposal is presented for the class with which the research was carried out. It is proposed the work with the textual genres, aiming at a teaching that dialogues with the living language. It is concluded from the generated scenes that the teaching based on the microaspects of the language has not given account of the literacy of our children, nor has it favored the contact with the written language. During the intervention, we sought to provide moments of interaction and dialogue between them, proposing activities in which the language was not worked in a fragmented or decontextualized way. At the end of the intervention, it was noticed that the children appropriated some worked textual genres, since they already understood their use, as well as recognized them in different situations.