A elaboração didática a partir de projetos de letramento: diferentes percursos no processo de ensino-aprendizagem de leitura e escrita

Abstract

This dissertation aims, through a qualitative-interpretative study, to analyze how the process of reading and writing in literacy practices involves multiple languages in a didactic elaboration. The analysis considers different school space-times in wich these subjects are inserted and their interactions. The theoretical-methodological framework on which the research is based consists of the theoretical articulation of the dialogical conception of language of Bakhtin (2003, 2016) and Volóchinov (2017); in the technology concepts of Kenski (2001, 2003 and 2008); in the multiliteracy studies of Kleiman (1995, 2007, 2008 and 2016), Rojo (2009 and 2012), Soares (2002, 2004 and 2009), Street (2003), in the reflections on the teacher´s training of Kleiman (2014) and Tardif (2010) and finally on didactic elaboration of Halté (2008). The present work has as corpus the guidelines for the development of a pedagogical project titled Olimpíada de Literatura and the productions of the participating students in this project. The research sought to understand how, from the same trigger project, the subjects involved produce different meanings and actions. Finally, the study showed that reflection is the primary source of a responsible teaching practice, since the educatpr makes his/her background, sociocultural repertoire and his/her professional experiences.