"Memórias de futuro" como prática da esperança : uma proposta crítico-dialógica de ensino-aprendizagem de escrita

Abstract

This research, which was conducted in different interaction stages with students and teachers of a public school, sought to reflect on aspects that involve the teaching and learning of reading and writing in the final grades of Brazilian Elementary School. For this, it was elaborated a Procedimento de ensino-aprendizagem da Língua Escrita (PEALE), that aimed to know the reading practices and literacy of these students, to observe if the PEALE can contribute to the development of reading capabilities, writing and criticism reflection within the Esperança State School in Cuiabá-MT. Therefore, we evoked theoretical foundations of Bakhtin and the Circle (1929; 1952-53; 1970- 1971 / 1979; 1974/1979) that treat language from the socio-historical-cultural perspective, allied to the theory of learning and development from Vygotsky (1930; 1934) and the assumptions of Critical Literacy (Freire, 1970, 1980; Pereira (2011); among other references. The methodology used is of a qualitative nature, dialogical, based on frame of action research. The data collection instruments used in the early stages of the investigation (questionnaires, reading aloud and textual production) exhibited the reading profiles, literacy and writing capabilities of the subjects participating in this research. The results also revealed very traditional school activities: excessive copies of the blackboard and textbooks and others which a few contribution to the emancipation process of the subjects. Thus, we argue that PEALE provided different circumstances of learning in the context of teaching-learning and reflection, both regarding the aspects of Written Language and regarding the perception of active subject in society, which is able to overcome socio-economic and cultural obstacles, was also possible to promote the development of reflection and texts comprehension capabilities and speeches that allowed students new acts in face of daily circumstances, inside and outside school situations.