Leitura e letramento: formação crítica de alunos de Língua portuguesa no ensino público

Abstract

This work presents some of the thoughts unleashed by my Portuguese Language teaching practice, in a state public school of Alagoas. The objective of there search was to foward a reading program that lead the students, from the 8th grade of a state public school of Alagoas to think about their school reality from literacy practice. From the application of a didactic sequence, we used as research modality the qualitative method, whose approach goes through the action-research pathways. CAFIERO (2010), CAMPOS (2014), CARVALHO (2008), KLEIMAN (2005), MINAYO (2002), MORIN (2007), ROJO (2003), SOARES (2004), STREET (2014) among others, served as baseline to this work. As results we can highlight that there adding work from the literacy practices, besides providing considerations by the student about his paper in school, no more as just a knowledge receptor, but also making him realize, among all, as a knowledge agent. This is extremely relevant in a way that the subject that realizes, thinks and acts for the change of his own reality, in this work, specifically : the school reality. Therefore, the observation changing and the teacher’s acting can cause changes in the student, in school, around themselves, bearing in mind that the school’s institution is, by nature, a literacy agency. The data enables us to think, in accordance with the theories reviewed in this study, about the importance from school in change sand needs put for the student by the transformations that go through the society in a general way.