Leitura, produção textual e reescrita no ensino médio: uma experiência na Amazônia Oriental

Abstract

The purpose of the thesis is to describe workshops of Reading, Textual Production and Rewriting, from 2011 to 2013, in the Federal Institute of Education, Science and Technology of Amapá (Ifap)- campus Laranjal do Jari. In addition to the experiences of the author, the reflections on such activities were based on a compatible and necessary theoretical foundation, which was developed in parallel. It should be noted that the rewriting is a fundamental step in the process. The first activities were conceived in the initial years of the technical courses integrated to high school of federal network of technological education. Subsequently, a research group entitled Reading, Textual Production and Rewriting in High School was created and recognized both by the institution and CNPq. This work describes the creation of workshops that have provided the students from the Youth and Adults Education and the Professional and Technical Teaching of High School Level with new possibilities for learning to read and write, making them members of a society whose horizons cannot be limited by the school period. In the workshops, it was proposed to develop the reading and writing skills, interpretation and expression (oral and written) of the students in their mother tongue, leading them to reflect on the language during the teaching-learning process. The thesis privileges the Portuguese Language-Reading-Writing triad, having the practice of textual production as corpus. It seeks to sensitize the student to question the linguistic-discursive choices during the production of the text and stimulates the conception of those who read and write in order to communicate in a cohesive and coherent way. Finally, it seeks to have the language as its own communication tool, focusing on the relationship between the production of texts and their interactive purposes