Projeto de letramento: uma concepção social da escrita aplicada ao ensino de Língua Portuguesa

Abstract

This paper presents reflections on Literacy, involving the Portuguese Language teaching. For this purpose, Kleiman (1995), Jung (2007), Soares (2012) and Tinoco (2009) have been consulted, which researches about new studies on Literacies, besides Antunes (2007) and Bortoni-Ricardo (1995), which add about the Portuguese Language teaching, focusing on interactional contexts in which the learner is inserted through reading and text production. There is debate on the issue involving the teaching of Portuguese Language, in basic education in Brazil. With regard to Literacy, most of our schools show only one of their practices, ie literacy, which in a way confirms the maintenance of the myth that only the mastery of skills related to encoding and decoding of language is sufficient to develop the student linguistic competence. In this sense, we share the understanding that the teaching of Portuguese Language must occur upon situated practices. Therefore, this study aims, from the explanations concerning the Literacy theories, to emphasize the importance of developing pedagogical practices for the Portuguese Language teaching that consider the social perspective of writing. Thus, the proposed intervention of this research is the application of a Literacy project on the theme "Teenage Pregnancy", organized in workshops, which allowed the students of the 9th grade of a public school located in the city of Guarabira to develop better writing, highlighting its social function. The research corpus consists of description and analysis of activities developed along the aforementioned project. Given this, we seek to show the importance of teacher formation guided on new theories of Literacy, what drives the educator to reflect on the need to assume an intervention position facing the complexity of the teaching process. In this direction this research relates the Literacy theory to its application in school.