A caminho da escola: práticas com diferentes linguagens em turmas do 6º ano do ensino fundamental

Abstract

This study aims to demonstrate how didactic practices employing different semiotics in the development of multimodal activities contribute to the learning of 6th-grade students at a public school in Maceió-AL. It also seeks to understand how a more detailed monitoring and intervention by the teacher in the development of a didactic sequence, with gradual, complementary, and systematically distributed activities, contributes to students' proficiency in reading and writing. The study began with experiences encountered by students on their way from home to school, incorporating their various perspectives on this journey, how they perceive and identify these experiences. The text production activities were developed considering the students' living locations and their routes to school, aiming to extract their perceptions of their environment and the implicit and explicit information along the way that can be represented in texts of various semiotics. For this, we adopted the following textual genres: map/drawing, prose text, poem, and photography. To conduct a more focused study, we promoted immersion and subsequent rewriting of the poem genre in the Poetry Workshop. This work adopted studies and research as the theoretical framework for discussions and analyses of themes related to multiliteracy, culture, education, poetry, rewriting, among others: Rojo & Moura (2012); Souza (2011); Moran & Bacich (2018); Canclini (2008) and Pinheiro (2018). Thus, this study was significant in several ways, such as enabling students to grasp the various languages and semiotics studied and apply them in other contexts of their lives.