Atividades de leitura, oralidade, escrita e reflexão linguística no 7º e 9º ano do ensino fundamental: propostas e desafios

Abstract

This work aims to study how Portuguese language teaching takes place in 7th and 9th grade classes of Elementary School in a public school in the city of Santarém - PA. As a research problem, I present the following question: in what way do Integrated Didactic Activities (ADIs) involving reading, speaking, writing and linguistic reflection impact the linguistic-discursive development of 7th and 9th grade students of Elementary School, in a public school in Santarém - PA, and how do they influence the critical formation of these students as active subjects in their social practices? Assuming that such activities are part of the fundamental core of Portuguese language teaching, I use as theoretical support the studies of Marcuschi (2007, 2008), Moura (2017, 2019, 2023), Kleiman (2012) and Bazerman (2020), for whom language teaching should not be based solely on a set of grammatical rules, but based on reflection on how the language works in practice, considering its history, situationality, diversity and social context. Based on qualitative research, I use as a corpus to be analyzed a compilation of experience reports from undergraduate students of the Bachelor's Degree in Literature at the Federal University of Western Pará - UFOPA, who participated as residents of the Pedagogical Residency Program from 2020 to 2022, developing observation and teaching activities of the Portuguese language in 7th and 9th grade classes of Elementary School, under the supervision of the preceptor teacher and faculty advisors of the Program. The results of this study indicated that teaching the Portuguese language based on Integrated Didactic Activities (ADIs), which are the integration of reading, speaking, writing and linguistic reflection, has contributed to the advancement of students' linguistic-discursive capacity, as well as in changing the students' perspective on how they position themselves in the social situations in which they are inserted, making them active subjects and agents of their own discourses.