O ensino da leitura e da escrita nos anos finais do Ensino Fundamental: a notícia e a crítica de filmes

Abstract

One of the most compelling critiques of Portuguese language teaching has been the dissociation of social reality and its underlying concept of language, primarily grammatical. Although the discussions are abundant, in the academic context, from the perspective of language as verbal interaction, the theoretical and methodological gaps in the pedagogical practice collaborate that the issue is not fully effective in classrooms. The studies have turned to theories and / or methodologies that put the student as subject / author of speeches materialized in textual genres, synthesized by official orientation documents for Elementary School, especially the National Curricular Common Base. In order to deal with this challenge, we chose to elaborate didactic units for reading and writing, from the genres of news and criticism's film, with the theoretical basis of authors such as Geraldi (1997, 2004), Bakhtin (2004, 2011), Koch (2002, 2004 and 2013), Travaglia (2009), and the notes of Solé (1998), Lerner (2002), Menegassi (2004, 2010), Bonini (2004), Bazerman (2008), Antunes (2010), among others. The idea is to show that in order to carry out readings and produce texts, it is necessary to be aware of "for what", "for whom", "when", "where" and "why" a text is written and read, in the expectation that expand skills and abilities developed in the use of the word, dominating the discourse in the diverse communicative situations, should be the objective of the Portuguese Language classes