TCC - Licenciatura em Letras (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2944
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Item Leitura: análise de suas implicações para o processo de apropriação da escrita(2019) Souza, Tatiane Dark dos Santos; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/2227300265506033This study aims to develop some considerations related to reading as a process of appropriation of writing aimed specifically at a 3rd grade elementary school class, linked to the Rede Municipal Santa Cruz da Baixa Verde-PE. On that account we based our work on the following scholars, Antunes (2006), Bakhtin (2003), Cagliari (2007), Freire (2006), Menegassi (2010), Ruiz (2013), Serafini (1989), Tardif (2007), among other researchers who reflect on the subject. We also present the state of the art that aims to investigate aspects that have been discussed in the last five years about reading and writing in relation to the study of genres also used in the production, revision and rewriting of texts in the classroom, promoting the relevance of reflective practice. The methodological procedure relied on a descriptive and qualitative action research, characterized as a case study, which in some aspects describe the actions performed in the daily and reflective pedagogical work in which the teacher analyzes his own practice. As experienced at a municipal school called Otacílio Carlos de Alencar, the research had as its pedagogical procedure the analysis of the students’ written productions, which were created based on genres such as comic strips and letters. As a result, we noticed that both the writing correction part, which provide the student with a greater interaction with his written text and encourages reading so that there will be interaction between the student and the text itself aiding in its improvement, as well as the teacher’s reflective practice can assist in the process of teaching and learning when used dialogically, for the promotion of the interaction student/teacher and also student/text. In that sense, we verified that the methodological proposal for text correction is still an unknown factor in teaching practice, and therefore we conclude that this would be an aspect to be stimulated in teacher training courses related to the practice of writing in the classroom.