O gênero reportagem na sala de aula: uma proposta de ensino para desenvolver a leitura, a escrita e a oralidade

Abstract

Considered a fundamental activity in the student's intellectual development, reading in the classroom has been object of study whose purpose is to show that this practice can contribute to the formation of a critical and participatory reader, contributing in the development of writing and orality. In theory everything is so beautiful, but in practice, we perceive a sad reality where the student is demotivated, teachers who still insist on prioritizing the teaching of traditional grammar, disregarding the importance of teaching reading and writing in the development of competence communication. Therefore, we elaborated a proposal of teaching using the textual genre report, applied during the academic year of 2018, with the students of the 3rd and 4th stage of Youth and Adult Education of the Municipal School of Elementary Education Elza Albuquerque de Lima (Juruti-Pa). We developed a participatory research with "interaction between researchers and members of the situations investigated" (GIL, 1991) with students from the 3rd and 4th stage of Youth and Adult Education (EJA) during the academic year 2018, with the teacher (2010), Bamberger (1987), Castrillón (2011) and Petit (2008), 2 - Types and evaluations, In this paper, we present the results of the study of the literature of the literature on the subject: Bakhtin (1992) and Marcuschi (2008), and 3 - Report in the Classroom: Farias (2006), Lopes-Rossi (2005), Cunha (2003) and Lage to conclude that the textual genre in the classroom is a tool that makes possible the formation of readers and producers of texts according to the discursive perspective, but for this, the teacher - considered the main piece in this teaching-learning process of reading and must have r enough skills and knowledge to awaken in their students the taste for reading, and consequently, the arguments and the necessary subsidies in their development with the reader, also contributing with advances in their orality.