This research has the general objective of understand how the production of retextualization of cordel literature for comic books contributes to the teaching and learning of students in Portuguese language classes in the writing process. Therefore, Currently, the insertion of students into new educational practices in Portuguese language classes is relevant to teaching-learning and their intellectual development in their mother tongue, thus contributing to and improving their skills in writing. Theoretically, we are based on works by Abreu (1999), Bakhtin (2016), Barbosa, (2014), Calazans (2004), Candido (1970, 2011), Cosson (2020, 2021), Dell’Isola (2007), Marcuschi, (2007, 2008, 2010,) Vergueiro (2009, 2017). To this end, this proposal is based on qualitative action research, developed through a didactic sequence based on the proposal by Dolz, Schneuwly and Noverraz (2004), designed for a 6th grade class at a public school located in city of Florânia-RN. Therefore, knowing the entire writing process of students during the retextualization proposal is leading students to be participatory and creative in their textual productions, helping them to overcome their difficulties throughout the entire process.  The research and production work resulted in the process in which students understood the importance of retextualization, becoming protagonists and authors of their textual productions in a conscious, critical, and autonomous way, thus contributing to their formation as citizens of the world and transformers of their lived space.

This work refers to an intervention proposal aimed at the formation of literary readers through strategies developed from the reading of Uma estranha na cidade, from its retextualization to the final product, that is, a minute-video produced by the students. By understanding the importance of literary texts in the knowledge that is widespread through reading and time, the multimodality brought the flexibility to advance this work by covering different communication modalities such as literary chronicles, group work, textual production and the recording of the minute-video. The planning of the latter was focused on daily practice in the classroom in the reading process and reflection about the text. In this sense, the research was conducted under an interdisciplinary perspective with the purpose of promoting approximation between readers and texts that enable an enriching and enchanting literary reading experience, in a Brazilian 9th grade class in Middle School. For the execution of this study, we adopted a qualitative methodological approach, more specifically from the perspective of action research, based on Thiollent (2011). The work done with the literary chronicle genre followed the didactic sequence suggested by Dolz (2010), the methodology came from practical classes, in which the text production was possible and registered in the students' collective diary, which was essential to the minute-video script. Regarding literary literacy, we count on the contributions of Cosson (2011). Regarding speech genres, we reflect on the research of Bakhtin (2003), for digital genres and multiliteracies: Rojo (2012) and Ribeiro (2016). All of these theorists contributed to the success of this research. The results from this research show that the students' abilities related to selecting and using consciously the video as a didactic resource are little significant. Despite the considerable number of moments of analyses throughout the project, we noticed lack of engagement on the recording of the minute-video. However, regarding the critical praxis, we achieved the success we aimed for. All this success can be seen on the improvement of the reading competences, on the reflexive process and on the production of each one’s journal.

This research had stop motion as its object of study: a way of reading the literary genre short story in Portuguese language classes in elementary school. As a main objective, we seek to analyze how the literary work, the short story, contributes to the formation of independent, proficient readers, who will be able to use literature in their social context, handling technological elements and cultural instruments to build with them a meaning for themselves and for the world in which they live motivated to read. Theoretically, the proposed investigation is based on the assumptions presented about multiliteracies by Rojo (2013); the possibilities of understanding literature by Candido (2011), Machado; Pegeaux (1988), Holanda (2018) and Lajolo (2018). About language and technologies, we spoke with Ribeiro (2021). We also look for Bakhtin (2011) and his important contributions to the theory of literature and the dialogic and polyphonic nature of literary works; Lévy (1998) and what the virtual represents in the field where the real emerges, as a space for creation and innovation; the typologies and conceptions of reading by Jouve (2002); studies on literary literacy by Cosson (2017), among other arguments from authorities. From a methodological point of view, we opted for action research and an existentialist qualitative approach. We discussed with René Barbier (2007) and Michel Thiollent (1986), as we understand that the former contemplates an existential perspective, one of the aspects of the literary genre, and the latter, a social perspective, but both defend the use of research as an action that allows studies that seek to mitigate problems involving places of dialogue, such as school. The corpus of analysis is made up of material generated during the proposed sequence, more specifically in the application of techniques such as: readings, conversation circles, models, images and videos. We believe that literature leads to the mastery of the word itself and that it is possible to give different treatment to reading practices and text comprehension in Portuguese language classes and possibly prove significant interests of students, when experiences with collaboration are emphasized of literature.

Students in the final years of elementary school show a lack of interest in reading, especially literary reading, and have a deficit in understanding texts and writing. It is true that many discussions, meetings and seminars on promoting reading have been promoted and published, given the need to educate readers for better social and cultural inclusion. This study aims to analyze whether the use of photographs can help improve the reading of poetic texts, awakening greater interest in reading these texts among students. This work seeks to analyze the discussions surrounding the teaching of literature in elementary school, considering the National Common Curricular Base, in view of the guidelines of the regulatory documents for basic education at its various levels, regarding the teaching of literature. The authors used as a source for the theoretical basis of this research were: Candido (2013), Bakhtin (2022), Petit (2021), Koch (2022), Gurgel (2001), Onofre Jr (2000), Cosson (2012), Thiollent (1986), Lüdke, André (2013. The intervention was applied to the ninth grade class of Elementary School, with the objective of working with the poetry of local poets, such as Celestino Alves, José Bezerra Gomes and Iara Carvalho, for the production of photopoems. To this end, a workshop on photographic techniques was promoted in which the students actively participated, contemplating the definitions of multimodality, the relationships between words and images, poetry and photography, focusing on didactic and facilitating tools for the practice of reading and literacy in Portuguese language classes

Literature is one of the most significant artistic expressions in the history of civilizations, as it is from it that human beings build their world and rebuild the world created by their peers. When analyzing the teaching of literature, we noticed how the work with this art, in the classroom, has been shown to be somewhat ineffective, given the enormous problem with regard to literary literacy on the part of students. Normally, activities that highlight aspects of literary literacy developed in schools are generally related to activities aimed at the construction of summaries, reports, reading sheets, written tests, in order to explore, often, the grammatical context, aiming at attribution of grades for closing school cycles, or even a literature that is often adverse to the context of students, thus resulting in non-significant pedagogical practices. In this context, Cordel Literature is seen as an alternative source of work with the practice of literary reading, as it carries important marks and traits of our history and popular culture. The present study aims to propose a pedagogical intervention in a 9th grade elementary school class, having as a starting point the contributions and analysis of the studies prepared by (BORTONI-RICARDO, 2008), (COSSON, 2020/2021), (FERREIRA ET AL 2020), (GIL, 2002), (HAURÉLIO, 2013), (LONDRES, 1983), (MARINHO E PINHEIRO, 2012), (NASCIMENTO, 2019), (THIOLLENT, 2011), among others. Based on Cordel's Literature, based on the Action Research methodology and on the Basic Sequence suggested by Cosson (2021), we designed our intervention. We believe that through organized and systematized actions, where cordel literature is not conceived as an end, but as a possible path, capable of providing access to other readings as well, we can contribute to the formation of the literary reader.

In this research, the dissemination of prejudice through racist expressions propagated in the meme genre was addressed. The discussion and analysis of this problem is necessary in the classroom, since in some situations they are not presented clearly, as they are disseminated in a subtle and natural way without awareness and reflection on the stereotypes and discrimination they carry. For this reason, it is necessary to create spaces for discussions, seeking interpret their meanings, considering what they express in the linguistic, social and cultural dimensions. In this way, we conducted research, aiming to analyze and discuss racist expressions contained in memes in Portuguese language classes. For that, we base the research through lexical studies on Phraseology (MONTEIRO-PLANTIN, 2014), and the meme genre (FERREIRA et al., 2022). Methodologically, the proposal started from a qualitative action research (GIL, 2000) (GIL, 2000), developed based on a didactic sequence applied in a 7th grade class of a public school in the interior of the state of Paraíba, Brasil. At the end of the investigation, we raise awareness about the causes and consequences caused by racism disseminated through language, with a view to contributing to the training of students capable of reading and interpreting texts produced in different genres, using the memes genre as an example. As a product generated from the application of the didactic sequence, we, developed, together with the student, list of memes with racist expressions, which was presented as a final product, allowing the explanation of the studied knowledge and the importance of conscience in lexical choices in order avoid the propagation of racism.

This research aims to present an intervention proposal that, starting from the musical genre funk, can provide students with knowledge about neology and neologisms. Considering that language is constituted as an open and indeterminate system, it is natural for linguistic signs to undergo renewal as new words are created and existing words are redefined. Words, whether written or spoken, result from a cultural and historical process that indicates transformations experienced by society. The choice of the theme is due to the need for Portuguese language teaching based on textual genres, considering the context in which students are immersed, with funk lyrics being a very popular genre in the outskirts of big cities. The intention is to demystify teaching that overvalues normative grammar and demonstrate to students that the process of language evolution is constant and occurs in all spaces, including the communities they belong to. The work is primarily based on the perspectives of Alves (1990), Biderman (2001), Almeida and Correia (2012), Bakhtin (1981), and Marcuschi (2008). It is an action research with a qualitative approach focused on the teacher/student relationship. Initially, a bibliographic research will be conducted to serve as a basis for the application of a station rotation following the studies of Bacich and Trevisani. Through the administration of a questionnaire, an initial diagnosis was made regarding the knowledge the class has about the funk music genre, and based on that, theory and practice regarding the study of neology and neologisms will be developed in the following modules. Thus, it highlights an approach to teaching that values the linguistic and sociocultural repertoire presented by the students and advocates for their awareness as agents of transformation of their own language.

Communication is one of the most important characteristics of the human species. It happens through speech, gestures and writing. In contemporary society, the use of writing is indispensable, as people communicate daily through instant messages and texts to school, e-mails, blogs, universities, etc. School is the environment where children begin to develop their writing skills and, over time, they learn how to write and use writing formally or informally, however, they understand that they need it in order to express their opinions, ideas and your thoughts. This course completion work presents the results of an Intervention Proposal for the creation of an opinion article, carried out with students of the 8th year of Elementary School at a school in the interior of Rio Grande do Norte. The research was carried out in the year 2022 with 14 male and female students aged between 13 and 15 years old and the general objective was to develop the linguistic competence for the production of cohesive and coherent texts by the students. In specific ways, we sought to recognize textual cohesion in the opinion article genre; realize the importance of textual cohesion in written production; and present the results of an intervention proposal related to textual cohesion through the opinion article genre. An action research was carried out and a didactic sequence was used, through a qualitative approach in data analysis. Classes were held with the aim of listening to the students' opinions and then starting the process of building texts with cohesion and textual coherence to obtain the final purpose, which was the production of an opinion article. The results showed that the intervention project, carried out with students from a school in the interior of Rio Grande do Norte, expanded their knowledge about textual production with regard to the topic addressed.

Faced with the different demands that society imposes under the bias of the subject'sskills and abilities, we recognize that it is essential to think about the place of teaching Portuguese in the face of the development of knowledge that consolidates a significant work with the language. As a result, this pedagogical intervention proposal emerged with the purpose of developing the skills and writing skills of students from a municipal
school, located in the municipality of Campo Redondo/RN, in the 7th grade class. From this perspective, this work has the general objective of improving students' writing skills and abilities through didactic equences for the production of the discursive genre literary memories, from interviews with family members and/or community members, both older, as way to promote and/or strengthen ties of belonging to the place and
contact between generations. To support the work, we used the didactic sequence model presented by Dolz, Noverraz and Schneuwly (2011). In this process, studies by Marcuschi (2010); Bakhtin (1999 - 2011); Candau (2014); Hall (2003); Le Goff (1990); Bauman (2005); Pollak (1992); Canute (2010); Aragon (1992); Oliveira (2015); Ferronato (2007) among many others, were the theoretical guide of this work. Regarding the methodological aspects, this work is configured as an action research from the perspective of Thiollent (1986) and presents a qualitative approach to the data based on the studies of Lüdke and André (2013); Denzin and Lincoln (2006); Creswell (2007) among others, whose focus is the retextualization of interviews that the
participants (students) of the research will carry out, which will serve as a basis for writing the texts of literary memories. Thus, teaching Portuguese through discursive genres allows the student to develop an active domain of speech, which will enable him to act effectively in the various communicative situations of the social instances in which he participates, since genres are made up of concrete communicative events, which occur in different spheres of human activity.

When we reflect on current teaching, we see that argumentation combined with literacy practices can help build a young person to become more motivated, critical and aware of their actions as part of society. Therefore, the present study suggests an intervention proposalto be applied in classes of the 9th year of Elementary School, with the general objective of analyzing how Literacy projects, through work with texts of an argumentative sequence, especially with the discursive genre debate, contribute to the development of students' reading, writing and oral competence and how to reduce the damage caused by Fake News to education, the literacy process and the reading training of young citizens. The presentation of the proposal comprises a sequence of practical activities that include, among others, objectives, step-by-step implementation of the proposal and dissemination of the actions developed, resulting in posters and reports to be presented to the local community. To carry out the activities, debates will be generated with the aim of strengthening the ideas put on the agenda. To support the work, we used the writings of Bakhtin (2016), Marcuschi (2011), regarding genres; Rojo (2012), Kleiman (1995), with regard to literacy studies; Perelman and Olbrechts-Tyteca (1958), Fiorin (2015) and Plantin (2008), on issues relating to the construction of discourse and argumentation. The methodology applied is of the action research type, from the perspective of Thiollent (1985), through a qualitative approach, based on the studies of Bortoni-Ricardo (2008), through an intervention proposal, based on the didactic model project of literacy, developed by Oliveira, Tinoco, and Santos (2014). We believe that this proposal can awaken in students the ability to better see and interpret the world around them, becoming conscious and critical citizens.

In Portuguese language classes, mainly in which we work on text production, we observe that the students encountered difficulties in writing, and how to write, because there is often no context that guides and facilitates writing and provides the use of the standard Portuguese form. We propose, then, the production of news in a blog, to associate the pleasure of students in the use of digital tools with the need to use an appropriate form. The research will be developed in a class of 9^th grade students from a state school of Fortaleza / CE. Methodologically, it is based on the research of Gil (1999); Ibiapina (2016); Thiollent (2011), with a qualitative approach in the construction of data proposed by Bogdan and Biklen (1994), and through a didactic sequence, based on Dolz, Noverraz and Schneuwly (2004). The texts published by the students on the blog will compose the corpus of this research, following the steps of the procedural writing proposed by White and Arndt (1995), and theoretical framework in the concepts of Neves (2002), Antunes (2007) and Bakhtin (2003), in addition to the guidelines contained in the BNCC. The objective of this research is the attempt to, through the use of media tools, motivate the act of writing in students and discuss characteristics of the news genre in the classroom, thus expanding knowledge about their social function, their context of production, its compositional organization and its linguistic marks. In addition to providing the development of writing practice, we hope to help students recognize the importance of grammatical categories, and their use in different recording situations.

Experiences related to the development of writing in the routine of schools is something that concern and promote anxiety to the teachers. Concerning about this situation creates some questions, that is: how can we act, as Portuguese teachers, to contribute effectively to improve the writing and reading skills, and to reduce the difficulties to the textual production working with the discursive genre opinion article? What strategies can contribute to improve the writing and reading competence of the students to become reflexive and critic subjects about the reality they face? Searching for the answers to this situation, the main objective of this study is to present a pedagogical proposal, based on a didactic sequence, that suggest a development of modules to guide writing and rewriting in the textual production having as tool the discursive genre opinion article. The actions to achieve the objective are in the intervention proposal with the use of the discursive genre opinion article as a motivator and efficient tool to develop the writing competence to the students from 9^th level of the primary school based on the documents Parâmetros Curriculares Nacionais and Base Nacional Comum Curricular that show, methodologically, the viability and the importance of this discursive genre and the argumentative strategies used naturally by the speaker. To become a literate nowadays, a person needs to be able to attend necessities of reading and writing each more diverse and sophisticate.  Based on this understanding, it is possible to identify students, the most of them, are not ready as they should to face the diversity of this literate culture, due to the evident difficulty they have to reading, interpretation and textual production in the diverse types of discursive genres. In this context, this study aims to engage objectives based on the Mikhail Bakhtin and the Circle’s conception of discursive genre. In addition to this, it has contributions from Textual Linguistic; from argumentation scope; from the Literacy studies and from didactic sequence of genre. This study treats and argues writing as a process, it presents argumentation as a pillar to the opinion article, also pointing the strategies to approach the composition of this genre, understanding this discursive genre needs to participate of the discursive field of the student to he/she become able to face scholar language situations that requires positioning about determinate polemic theme. This study aims to work with the discursive genre opinion article based on the development of a didactic sequence to be applied in the 9th level of the primary school (final levels), planned as an intervention proposal, in a qualitative way and research-action type, because practice with reflection is a privileged investigative path in this kind of study, providing to the participants conditions to question their own practice in a critic and reflexive way.

The aim of our research is to analyze how reading descriptors can contribute to the 

advancement of 9th grade students in the construction of the meanings of texts. Therefore, the reading 

comprehension of the students, in their language practices in the school context, has as object of study, 

through the discourse genres Artigo de Opinion and Charge. With a participatory approach, this work 

has the classroom environment, composed of 30 students from that class from a school located in Fortaleza, 

Ceará. The initial procedures account for a diagnostic analysis followed by a pedagogical intervention, through a 

didactic sequence, based on Dolz, Noverraz and Schneuwly (2004). Methodologically, it is based 

on action research as proposed by Thiolent (1986) and on the qualitative approach of the data according 

to Bogdan and Biklen (1994). As theoretical support, for teaching Portuguese as a mother tongue, 

it is anchored in Travaglia (2009); Antunes (2003); Oliveira (2010), among others; and for the reading axis,

 in Solé (1998); Kleiman (2010); Koch and Elias (2018); Oliveira (2010); and Condemarín, et al (2005); 

in addition to the guidelines contained in the official documents, such as the PCN and the BNCC. 

After the Didactic Sequence, and in a first analysis, we observed that the path of the activities 

carried out opened the way for the development of students' reading proficiency in relation to the 

studied genres, thus contributing for students to appropriate the skills suggested in the descriptors of

 Portuguese language to read and understand the diversity of texts circulating in the social sphere.

This work aims to propose a pedagogical intervention from a Didactic Sequence (DS), focusing on anaphoric referential processes, especially on the role of reclassifying the direct anaphor for the teaching of Portuguese language at the elementary level. Specifically, we intend to describe the methodological path to carry out the pedagogical intervention proposed in the didactic sequence; detail the stages of construction of the didactic sequence for teaching anaphoric referential processes in the writing of elementary school students; explain the uses of didactic resources in the planning and execution of the pedagogical intervention. We start from the assumption that referential processes are a textual-discursive strategy that helps in the teaching and learning of the Portuguese language. Therefore, in order to fulfill our objective, we rely on the research of Marcuschi (2008), Cavalcante (2012), Cavalcante, Custódio Filho and Brito (2014); Koch (2004, 2005, 2006, 2007, 2013); Bakhtin (2003), Bender and Laurito (1993), Roberto (2005). The proposal focuses on the pedagogical activities that guide the teacher's work step by step, for textual production, based on the guidance of Dolz, Noverraz and Schnewuly e (2004). In this way, we focus our attention to explain the constitutive stages of a Didactic Sequence, directed to the fundamental strategies for the construction of the meanings of the narrative chronicle. Therefore, we describe the steps, with their objectives, content, methodology, evaluation; beyond that, at each moment of the proposal we explain the actions to be developed, as well as the didactic materials that will be used in teaching of Textual Production in Portuguese Language. The result of our work points to the construction of this sequence that will make it possible to develop the competences and abilities of the referencing strategies in the student's written production.

Reading is an indispensable social practice for the formation of critical citizens and participants of the transformation of a society more right and egalitarian. In this way, socially we are faced with several texts made up of multiple languages, which demand from their readers a multimodal reading competence to understand the meanings manifested by these texts. Therefore, the cartoon presents itself as one of the multimodal texts capable of contributing to the formation of a critical and active reader. For this reason, the present research has the general objective of investigating the reading process of multimodal texts of 9th year elementary-middle school students, from the textual cartoon genre. And as specific objectives: to check the students' previous knowledge about the cartoon genre; diagnose the difficulties related to students' reading comprehension in relation to the cartoon genre; to analyze the reading comprehension of the students regarding the reading of the multimodal cartoon text, with emphasis on intertextuality, intentionality and humor; and to verify the results achieved by the students through the application of the didactic sequence with the multimodal cartoon genre . Therefore, we carried out a pedagogical intervention based on the conception of textual genres defended by Marcuschi (2008). Regarding the conceptions of reading, teaching and learning about reading activity, we used the studies by Geraldi (2012), Kleiman (2013), Koch and Elias (2010) and Antunes (2010, 2017). Theoretical contributions about multimodality are established in Rojo (2004, 2012, 2015), Kress and Van Leeuwen (1996), Dionísio (2005, 2007, 2013) and Vieira (2007). The methodological apparatus is based on action research, by Thiollent (2011), from which we undertake a qualitative approach based on Bortoni-Ricardo (2013). For the pedagogical intervention, we used Dolz's Didactic Sequence proposal; Noverraz; Schneuwly (2010); and teaching guidelines are based on the National Curriculum Parameters (1998) and in the Common National Curriculum Base (2018). Regarding the results, we can say that the research objectives were achieved satisfactorily, considering that most students identify the characteristics of the cartoon genre; they recognize the elements of textuality, namely: intertextuality, intentionality and situationality; they identify the social contexts of gender production and recognize the importance of the humor and irony for the construction of the laughter and criticism. Thus, we conclude that this work contributed significantly to the development of students' reading competence, based on the multimodal cartoon genre.

Abstract

The advent of digital technologies and diversities of multimedias of multisemiotcs present in situations of communications imposes at school challenge of offer a teach based on real practices of human interaction. In this context, cast like general goal this research to presente a didact porposal with a production of documentary gender, in order to promote a teach of mean language and that contribute for a identity formation of subject problematizing with the tecnologies new, inserted in school context through of visual-audio may reframe the language teach and nearly the student of social context in they lives. Like goals especifics crive write like school practices of write may to be re-meanings with support of tools technologies, to indicate like researchs activities, elaborations of scripts and interviews with people of neighbornoods, wich the school is inserted, may help student a to do a critical reading their realityies and to point like a work with visual-audio may empower students for ius technologies tools favor of construction your identify. While the metodologicals aspects, this researches to set up like action reachers about perspective of Thiollent (1986) and he presentes a qualitatives approach of data reasoned in studies of Lüdke e André (2013), because portray issues concerning context classroom from didatic porposal estruture in gender in development by Guimarães and Kersch (2012) besides, behave our research in teorical contributions of Rojo (2012; 2019) about Multiliteracies at school and contributions of Bauman (2001; 2005) about formation of identity of subject. Support research either in study that treat of gender of speech in study of Bakhtin (1997); digitals gender, according to Marcuschi and Xavier (2005) and social literacy and contemporany with bases to Kleiman (2014). In aspect concerned to visual-language, in fundamentals in study to Nichols (2005; 2012). In this didatic porposal was elaborat think in possible application in classroom classes at 9º grade of elementar school, highlighting on production of documentary with bases in porposal of multiliteracy will be important to a construction of mean learning in teach portuguese, because if coadune with requirements puts contemporany education.

This research, of an interventional nature, was carried out with 7th grade students, from elementary school, from a state public school in the municipality of Santa Cruz / RN. Firstly, it deals with reading from the perspective of the PCNS (1998), pointing out the need for continuous and permanent work, for the construction and implementation of a policy of training readers in schools, through daily work with reading. We know that there are several ways to encourage reading in the classroom, so we chose to read cordel as a possibility of enchantment, considering its importance as an artistic and cultural artifact, as a typical Northeastern manifestation, for believing it capable of “literary catharsis” that the enjoyment of its reading can provoke, as well as, for the multiple known possibilities that are inherent to it. We present texts from the popular literary canon, as well as providing opportunities for contact with various texts by local and regional cordelistas, in order to enhance the literary and cultural productions of the state. In this intervention-based research, the general objective was to investigate the reception given by students to the cordel genre through data obtained and analyzed through the reading of a given clipping. As specific objectives, we seek to verify the barriers that go through the training of the reader in the classroom, especially with regard to poetic literacy, in addition to assessing the importance of reading the cordel in the training of the reader, through data analysis produced by participating students. To attest to the success of our intervention, we start from the following problem: given the lack of interest in reading in the classroom, can the cordel, due to the playful character that it serves to restore the desire to read? We question how to treat reading in the classroom with the necessary rigor for the student to achieve reading proficiency. The application of action research and the analysis of results were guided by the assumptions of THIOLLENT (2011), and the basic sequence applied was based on the workshops suggested by COSSON (2014). We also follow theoretical directions based on CANDIDO (1989, 2013), BOSI (2000), PINHEIRO (1995), BAKHTIN (2009), LAJOLO (1993,1997), SANTOS (2008), FREIRE (1996), GRAMSCI (1984, 2002), WALLON (1975, 1995), GASPARIN (2001), FÁVERO (2003), CHAUÍ (2009), AUSUBEL (1980), JAUSS (1994), among others.

We know that there are countless learning problems in the classroom, not only in Portuguese language as well as in other disciplines. However, we observed that students present as one of the difficulties, reading and comprehension of texts. Thus, the decisive fact for the research to have this focus of discussion came from the application of a questionnaire with the students, in a class of the 9th grade of elementary school, from a public school, in the city of Santa Cruz-RN. For this, we chose the multimodal cartoon genre, considering that, with the emergence of technological media, texts with multisemiosis are increasingly present in the daily lives of apprentices. Thus, our general objective was to investigate whether students are able to properly read and understand multimodal texts of the cartoon genre. As specific objectives, we analyzed the students' understanding of the reading of the multimodal text and sought to ascertain the results achieved in relation to the construction of meaning that students made from reading the cartoon. As for the methodology, we conducted an action research, according to Thiollent (2011), since the laboratory was the classroom itself. The research is of a qualitative basis, because we analyze the students` reading and understanding through an interpretative approach, from the application of a didactic sequence based on the studies of Dolz, Noverraz and Schneuwly (2004). As a reference, we also use the studies of Bortoni-Ricardo (2008) about the researcher professor, Antunes (2003) with regard to Portuguese Language classes, Marcuschi (2005) in the approach of textual genres, Koch and Elias (2006 ), and still, Solé (1998) in reading and understanding the text, Dionísio (2006) regarding the multimodality present in the texts, Oliveira (2001), Ramos (2009), Flôres (2002), Romualdo (2000/2004) , Mouco (2007) about the cartoon genre. As for the results achieved, in reading the first cartoon, without the intervention of the teacher, the students showed only the knowledge of the world about the image, paying attention to the verbal and non-verbal languages, however, still in a superficial way. In the following readings, after applying the SD (didacty sequences), the students continued to rely on their previous knowledge and experience, but also, they analyzed in the text, in a more particular way, the multimodal aspects (chromatic, iconic and typographic) and also, according to Antunes (2010), considering the global aspects of the text, being them, the reference universe, the semantic unity (thematic), the communicative purpose, the composition schemes, and the relations with other texts (intertextuality). Thus, we conclude that this research work brought positive results, because the data revealed a small, although significant advance in the reading skills of the participating students, since they showed an improvement, although it is incipient, in terms of reading comprehension of the multimodal text.

This research aims to investigate the lexical variation in the different social interactions found in the textual genre meme as an innovative pedagogical strategy for teaching Portuguese Language (PL), combining the mother tongue teaching with the use of new technologies and considering some student´s difficulties in understanding linguistic diversity happens. Thus, analysis of how lexical variation contributes to the creation of prejudiced images; to examine how lexical variation corroborates the constitution of the meme genre; to verify how lexical variation contributes to humor in memes is carried out in this research. For that, we take as embassies the sociolinguistic theoretical assumptions of Labov (2008), Bagno (2004, 2008, 2009) and Bortoni-Ricardo (2004); regarding the lexical variation Carvalho (2009), Isquerdo (2001), Basílio (2007); regarding the textual genre meme, the considerations of Dawkins (1976), Moraes, Mendes and Lucarelli (2011), Guerra e Botta (2018), Recuero (2007) and on Pedagogical Lexicography, Krieger (2012, 2017), Pontes and Santiago (2009), Santiago (2012), among others. The research was developed in a 7th grade class of a state-run public school in Parelhas/RN. For this, we adopted the principles of action-research (THIOLLENT, 1986), developing a pedagogical intervention carried out through a didactic sequence according to Dolz, Noverraz, and Schneuwly (2004), involving the teacher-researcher and students - those inserted in this teaching-learning process. As result, we aim to create conditions for students could understand the Brazilian Portuguese sociocultural plurality, through the development of a linguistic variations mini-dictionary, making them aware of the Portuguese Language heterogeneity and showing that its diversity must be respected to combat linguistic prejudice. We aim, as well, to demystify the concepts of right and wrong, still quite persistent in language teaching.

This work deals with writing practices with the genre literary memories from the rescue of literacies in work activities and reports from parents or other members of the students' family, in order to improve the performance of the class with regard to writing. The main objective is to investigate the impact of the writing practices developed by the students, from an intervention with the use of discursive genre memories produced with a focus on the literacies of work experienced by parents and guardians of students. In specific terms, we establish: mapping the professions or work activities presented in the written productions; to analyze the memories produced by the students considering the communicative purpose of the genre and its aspects as thematic content, compositional structure and style, as well as to identify the advances present in the writing of the students when producing copies of the genre under study. The research took place in a class of 8th grade elementary school students from a state public school in the city of Acari-RN. Methodologically, it is an action research (THIOLLENT, 2011), with a qualitative data approach (BODGAN; BIKLEN, 1994). Therefore, we take as theoretical contributions the foundations from Literacy Studies as social practices (KLEIMAN, 2012; SOARES, 2001; ROJO; OLIVEIRA, 2008), as well as the work literacies (PAZ, 2008), Gender Didactic Project (GUIMARÃES; KERSCH, 2012) and the theory of Discursive Genres (BAKHTIN, 2003), more specifically with an emphasis on Discursive Genre Literary Memories (CLARA; ALTENFELDER; ALMEIDA, 2010) as material artifact in the literacy practices and the conception of the writing process and rewritten (RUIZ, 2010). The results of the research developed through the Didactic Gender Project point to the improvement of students' writing practices taking into account that the presented productions contemplated advances regarding the attendance of aspects related to the thematic content, compositional structure and style. It is also worth mentioning that the approached gender contributed significantly to the participation of students in the production of activities, given that research participants interacted with literacies in work activities developed by their parents or guardians, as a way of situating them in the current context , which led them to an axiological and identity positioning in the construction of the discursive genre literary memories. Another contribution of this work was the mapping of the professions of parents (or guardians), which made it possible for students to identify reading and writing practices with a way of valuing this knowledge in the various fields of activity of human activity.

This research focuses on the teaching of Portuguese Language in the final years of elementary school, especially rigarding to the relationship between orality and writing. In this aspect, the reflection carried out starts of the difficulties that students present in recognizing that there are moments in which we interact in more spontaneous ways and, in others, more planned through oral and written texts. Such a question implies the observation of the uses of the language, with a view to fulfilling different objectives in daily life. We argue, therefore, that the practices of spoken and written language in the teaching of Portuguese Language in the classroom enable students to develop their linguistic-communicative competence, by preparing them for the use of the language in different situations of interaction. Therefore, we elected as the general objective of this research to investigate how students of the 8th year of elementary school retextualize their productions, from the spoken modality to a written version. We elected as specific objectives to identify the linguistic-discursive operations used by students in the process of retextualization of speech to writing and to analyze the linguistic-discursive operations in the process of retextualization from speech to writing, in the textual genre interview, produced by students. The methodology of this work followed the orientations of action research and a qualitative approach for the analysis of the collected data. To carry out action research, we developed a proposal for intervention in the Portuguese language classroom, through a didactic sequence, based on the proposal of Dolz, Schneuwly and Noverraz (2004). The research corpus consisted of choice collected orally and then retextualized for writing. We take as analysis categories for this investigation, the model of textual-discursive operations in the passage of text from oral modality to writing, as proposed by Marcuschi (2010), from the removal of the marks of orality till the syntactic reordering according to the writing norm. Theoretically, we are based on works that follow interactional proposals, such as Fávero, Andrade and Aquino (2000); Leal and Gois (2012); Marcuschi (2008 and 2010); Hoffnagel (2002), Koch (2005) among others. The results revealed that students were able to retextualize interviews from speech to writing, performing textual-discursive operations, since the simplest to the most complex. This fact proves that the didactic-pedagogical activities were of great relevance for the teaching of the Portuguese Language, as they as contemplated different situations of social interaction.

This research work aims to investigate the contributions of reading activities with suspense tales to the practice of literary reading, since students' lack of interest in reading was observed. For that purpose, literary literacy actions and actions were planned, based on the realization of a basic sequence, as Cosson (2018) guides using suspense tales. The research was guided by Aguiar (2011), Cadermatori (2010), Cândido (2004), Colomer (2003), Zilberman (2003), Magnani (2001), Magalhaes (1987), Machado (2002), it refers to the training of readers in the classroom, regarding gender, it was based on Coelho (2000), Cunha (1991); Moses (2006). This is an action research according to the concept of Thiollent (2011) with a qualitative approach in the analysis of the data, it was carried out in a class of 7th grade of a public school of Elementary School in Full Time in the municipality of Santa Cruz-RN.

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In this work, we chose as object of study the text plan materialized in the genre Personal Reporting. It is an investigation defined from the problems identified in the written texts of the students of the 7th Year of elementary school, regarding the domain of the text plan of the genre Personal Report, carried out in a public school in the state of Paraíba. In this context, we observed that the students did not have the knowledge that would make them capable of producing a text with a definite plan, connecting the whole and the parts, from the recognition of a genre. In this way, we defined to investigate the written text produced by these students, in order to analyze how they organized their texts, in order to fulfill a specific communicative function. Theoretically, we take an interactive view of language, having the text as an empirical object and teaching and learning, based on discussions of some theorists (ADAM, 2011; MARCUSCHI, 2008, KOCH, 2011). We reflected on the text plan, in relation to the discursive genre Personal Report, having been the category defined in the analysis of the textual productions of the students, discussion subsidized in Adam (2011) and Cabral (2013). From the methodological point of view, we subsidize ourselves in action research, given our interference in school reality, aiming at confronting the problems related to Portuguese language teaching, in our own classroom. In this direction, we adopted a qualitative and interpretative approach to analyze the data obtained, the students' texts, from the context in which they occurred, which made possible the construction of their meanings. For the constitution of the corpus of research, we follow the guidelines of Dolz, Noverraz and Schneuwly (2004), regarding the procedure of the didactic sequence, with a view to the constitution of the corpus and to the development of the intervention proposal. The results of this study showed that the students obtained advances in the structuring of the text plans, as well as in the use of narrative textual sequences, when comparing the initial and final versions of Personal Reports. These results point to the effectiveness of systematic work in the classroom, with a view to minimizing detected problems. The result of this work with the students also allowed the organization of a collection of printed texts, in the Personal Report genre, presented to the school community as the final product of this research.

In the face of growing disinterest for reading, it is necessary to find ways that can stimulate students to develop the habit and the like for reading autonomously and enjoyable. Thus, it is noticeable that all the traditionalism in language teaching has not taken into consideration a tool that, well used, can serve as a new approach to the formation of readers inside and outside the walls of the school Mass literature has awakened the interest of young people for reading from narratives that approach their realities and age group. In this sense, this work aims to develop a taste for general reading, bringing thus advances that reading provides for the use of the language. As specific objectives, we propose inserting the mass Literature in the classroom, in order to evaluate the progress of students with regard to the taste and to the habit of reading. To this end, we follow a qualitative approach of interviewing character, with a focus on action research in accordance with Thiollent (2013). The choice of this genre as an object of study is justified because it is a language that involves the reader's imagination, and yet can treat current important themes and develop, not just the domain of the Portuguese Language, but can be read develop the student's critical ability. This study has relevance because of your dealing with a different tool, that beyond traditionalism of classical literature and innovates work with reading, although one does not delete the other. The corpus of this research consists in the work of foreign literature Starters, science fiction novel, one of the genres of literature, chosen by the students themselves, which was crafted in the workshops of reading and text production, but also served as an anchoring to associate the theoretical framework adopted in this research. The work was carried out in a municipal school in the city of Jucurutu, in a class of eighth-graders of the ES. To develop research in the classroom, we took ownership in the Didactic sequence as a strategy to develop the pleasure by reading through the genres of literature. We took as theoretical references Bakhtin (2003), Marcushi (2008), Shafiq (1998) and Irandé (2009) to understand the dimension of the text genres. Concerning Seibert (2015), Gagliari (2002), Solé (1998), Freire (1992) and Lajolo (1988), Koch and Elias (2009), Tavela (2010), Ceccantini (2006), we have pointed out the debate on the strategies of reading and its relevance. Regarding SD, we used the model proposed by Schneuwly, Noverraz and Dolz (2013). In the analyses, we tried to observe how this intervention is given and how this genre contributed to bring students closer to the natural way of reading. In the SD, reading workshops, debates, work with the study of genres, textual productions, vocabulary and mastery of language, inference and coherence were produced. In addition to proposals for activities to start reading and suggestions for titles. Thus, we can affirm that the results obtained from the reading of the mass genre in the classroom were positive, since we identified that through the use of this literature new readers emerge, who read daily on their own, with advances Significant. Thus, even facing some difficulties throughout the intervention, we perceive a new look of the majority of students about the act of reading, from books that approach their daily lives, becoming meaningful and effective for their school and social life.

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Considering our understanding that when we speak or write, we leave marks that identify who is responsible for saying in the text, this research aimed to analyze the phenomenon of the (no) assumption of Enunciative Responsibility in the discourse genre of the reader's letter. To theoretically substantiate our work, we are guided by Adam (1997, 1999, 2011, 2012), Alves Filho (2011), Antunes (2009, 2010), Baktin (2011), Bezerra (2010), Gomes (2014, 2015), Fávero and Koch (1998, 2012), Koch (1997, 2002, 2013), Marcushi (2002, 2008, 2010), Passeggi et. al. (2010), Rodrigues et al. (2010), among others. From the point of view of action research, we are based on Thiollent (2011), whose problem analyzed in the classroom was directed by the head teacher and class researcher, as well as the students involved in the process. From the point of view of the Didactic Sequence (DS), we follow the contributions of Dolz, Scheneuly and Noverraz (2011), with the purpose of schooling the reader's letter speech genre and request its production after the orientation of the searched linguistic knowledge, aiming also observe how students express themselves in the text itself. Our corpus consists of 16 letters produced by students of 7th grade of elementary school from a public school in the city of Jardim do Seridó-RN. Regarding the results, we can say that there is a predominance of the student's voice, although we find, in a slight recurrence, the voice of other enunciative sources, such as the writer Rosely Sayão, author of the article that motivated the writing of the reader's letters analyzed. in this research. Regarding the linguistic marks identified in the analyzed reader's letters, we have: indices of people, connectors, assertions, adjectives, adverbs, verbs in 1st person singular, verbs in 1st person plural, verbs in 3rd person singular, modalizers, among others. All these marks helped in identifying the voices present in the text and became of great importance in the argumentative orientation of the enunciator. We can also point out several meaning effects constructed by the voices present in the text, namely: opinion contrary to the excessive use of the cell phone and appropriation of the other's voice to influence the point of view of the interlocutor, among others. Finally, besides the systematized theoretical contribution and the analysis and discussion of the obtained data, we systematized the didactic proposal created by us in line with the lived experience, with the scope of disseminating the theme studied in order to serve as guidance and to be applied in classes of students of the final years of elementary school with the discourse genre reader's letter or other genre of interest of the teacher. Thus, we culminated in a study that made it possible, from the results obtained, to realize that when we use language, our image is in the text, and can be recognized from what evidences the phenomenon of Enunciative Responsibility. Therefore, we should assume what is said in the text, since it disregards the escape from the marks used in the explanation of information recorded through writing.

Working with writing has been increasingly difficult in our schools. Most of our students come from underprivileged families and live in environments with little or no incentive to read or write. This reason makes it difficult to work in the classroom, because the discouragement is very present, which is why they find difficulties in the acquisition of written language, as well as in the practice of reading. Given this, we understand that it is at school that we can provide means for these students to minimize these difficulties. Our main objective was to investigate the written texts produced by the 9th grade students of the EF, from the chronic textual genre, through the application of Didactic Sequence (SD). We justify the choice of this genre for its characteristics in reporting, describing, presenting everyday facts, which allowed the immersion of students in reading practices and (re) creation of their own textual productions. We realize that this research presents its relevance in that it can contribute to the teaching of Portuguese Language and improve the experience as a teacher who is dedicated to improving reading and writing in the classroom. Although our object of study is writing, we should not develop this without that, because text is not produced without first reading about the genre studied. To develop this work through the application of didactic sequence, we take as reference the studies by Dolz and Schneuwly (2004). Regarding the methodology, we opted for an action research, with the studies of Dionne, (2007); Thiollent (1988) and, based on qualitative research, Moreira (2006). Our work had as target audience the students of the 9th grade elementary school, from the city of Tenente Laurentino Cruz / RN. For the analysis of the students texts we follow the studies of Marcuschi (2008); Bakhtin (2003). We found throughout this process that the choice of the “chronic” textual genre for this work was a facilitator, since it is a genre with characteristics of the students' reality, where “everything can become chronic”, as always heard from the teacher. In addition to presenting everyday themes, the language is simple, is a short and easy to produce text, where writing is no longer a challenge and became a reality. Thus, during the final production process we saw that, unlike the initial production, students showed greater mastery and ease in writing. This resulted in a collection of texts, in the chronicle genre we call the "Notebook of Chronicles: Narrating the Daily Life." Therefore, it was only possible to develop this work, in the Portuguese language classroom at EF, through the opportunity to study the Professional Master in Letters in National Network – PROFLETRAS.

We live in the called information society, in which texts are surrounded by multiple languages. The visual aspect is highlighted, the images figures not only as accessories, but also as knowledge sources, allowing a more effective comprehension of what is exposed. Based on this scenario, this dissertation addressed the multimodality in the school dictionaries type 3, directed to the last years of the elementary School. The research intended to answer the following questioning: how the images present in the dictionaries can contribute to potentialize the understanding of entries definitions, when presented to youth? This way, the following general aim was to understand the importance of image to the meaning construction in school dictionaries entries. Therefore, were used as theoretical and conceptual subsidies the contribution of authors like: Krieger (2012), Pontes (2009; 2010), Santiago (2012) and Carvalho (2011), in the studies focused on the Lexigraphy and the Lexicon; Dionísio (2014), Kleiman (2013) and Vieira (2015) in the questions relative to the multimodality. In relation to the methodological aspects, the investigation is configured as action research (THIOLLENT, 2005) and aimed at first apply a didactic sequence (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) for the reading and analysis of the words definitions on the dictionaries selected to the study, with emphasis to the imagetic aspects of the illustrations of the words. This way, the developed activities made possible to the students a reflection about how the images contribute significantly to the comprehension of the exposed definitions. The results demonstrated that the union between written text and image contribute significantly to the understanding of the meaning of entries. Therefore, is evidenced the importance of using the dictionaries at classroom steadily and continuously, once they are indispensable tools for the teaching-learning process of Portuguese Language, especially, reading and writing.

We know that there is still much to study and research in teaching Portuguese in order to improve didactic practice, especially in elementary school. Given this, more work is needed in the area of textual production as students have many difficulties in articulating ideas and this is evident in argumentative textual genres where we perceive little consistency of arguments to defend or refute a point of view. Given the above, our work has as its research object a study on the construction of the Editorial argumentative text, produced by students in the classroom. As a general objective, we sought to investigate the argumentative process in the construction of the editorial textual genre produced by 9th grade students. In this sense, we focus on the importance of the argumentative persuasive aspect, associated with the functional question, of the argumentative operators in the articulation of the editorial textual structure. This is because some of the argumentative operators characterize this genre, as well as the specificity of the argument, since it encompasses both verbal and / or nonverbal linguistic aspects, as well as the rhetoric that is constantly interacting. (PINTO, 2010, p. 199). However, in this research, we analyze the argumentative operators in the students' written production, such as: operators that add arguments in favor; operators who misunderstand the arguments [...] (Kock and Elias (2017), by conducting a Didactic Sequence (SD) along the lines advocated by Dolz; Noverraz; Schneuwly (2004)), noting whether there has been progress on the use of operators. Our work is justified by the need to do a research focused on textual production, specifically for the analysis of argumentative construction in magazine editorials, by students, without, however, excluding reading. In addition, this study becomes relevant because it presents one more approach to argumentation in a textual genre such as Editorial as a written production in school. As for the methodology, our research constitutes an action research, because we use as laboratory our own classroom where the teacher / researcher and the students are the participants of the scientific investigation. We base our research on the studies of some theorists of Applied Linguistics and Textual Linguistics, including Marcuschi (2005, 2008); Koch (2016); Kock and Elias (2010); Antunes (2009, 2010) of Textual Linguistics; Passarelli (2004) that deals with writing; Marcuschi (2008); Bakhtin (2003) on textual genres; Plantin (2008); Koch (2011) and Fiorin (2017) on Argumentation; and Soares (2016); Melo (1985); Souza (2006) about Editorial. Regarding the results, we could notice, after the intervention with the use of DS, that the students do not vary the argumentative operators in the written production, but vary in their argumentative function, although they demonstrate little knowledge of these linguistic marks, repeating the same operators. times throughout the text. We also realize that students misuse these language resources, compromising the argumentation of the text, as they do not correspond to the discursive meaning or semantic value of these expressions. Therefore, this research was only possible because we found ourselves in a Professional Master's Degree Program in National Network (PROFLETRAS), whose project made us look more properly at our teaching practice.

It is not recent that the concerns about reading and the lack of it in schools have been the dilemma among most Portuguese teachers. It is notorious the progressive distance from reading, especially from literary reading. The reasons are the most diverse. However, regardless of what are the reasons, it is urgent to seek and find solutions to solve the problem caused by the gaps left by the lack of literary reading in the formation of readers, which negatively influences the reading competence and appreciation of literature. Facing this issue, we will expose a methodological possibility based on action research, with the main objective of sensitizing new readers in their literary literacy. The intervention bases itself in the validation and application of the Basic Sequence of Cosson (2014) to a group of 6th grade elementary school students in a rural school in Serra de Santana, linked to the municipal school network. Twenty-five students - two with special educational needs - and the researcher as Portuguese teacher of the class participate in this investigative process. In the methodological choice, considering the nature of the studied phenomenon, we opted for the qualitative approach with ethnographic bias, using as procedures observation and oral and written activities recorded in portfolios, which contributed to a significant data collection in the attempt to answer the proposed objectives. We started by the concept of reading as a socially referenced practice present on the National Curricular Parameters (2001), Leffa (1996), Solé (1998), Soares (2001), and Kleiman (2009). We used Rio Grande do Norte State (“Potiguar”) Literature as a strategy to approach the reader with the literary text in dialogue with Todorov’s (2001) propositions on the aspects of tradition and literary continuity and Candido’s (2007) propositions on literature as humanizing. Through the activities carried out, students evidenced the understanding of the humanizing aspect of literature, in compatibility with the literary literacy effectiveness. This reveals to us that we have reached our goal.

The work related to the promotion of literary reading is always relevant, given the frequent difficulties of its effectiveness in the classroom in the contemporaneity of Brazilian public schools. At the local level, this data is confirmed, verified by previous research, carried out in a group of 8th year, when detecting an excessive linkage of these students to the technological means, preordaining them to the practice of reading. Thus, this work proposes to carry out a pedagogical action in order to promote literary literacy in this series. For this, the novel was chosen as the starting point for reading the mystery novel, Sir Arthur Conan Doyle's The Hound of Baskerville, and for being its protagonist, Sherlock Holmes, although created more than a hundred years ago, present in the current context, being updated, re-read and (re) adapted to other supports, such as cinema, games and TV series, and, thus, close to the students' experiential universe. Intermediated this reading by motivating practices and the writing of reading diaries in class and classroom. It is worth mentioning that this study traverses the paths of the methodology of action research, since it returns to the community in order to soften its problems, conceiving all as co-participants in the process of building transformations and co-responsible for the advances within a community . For this, the actions are used of the expanded didactic sequences of Cosson (2009) and its theoretical-methodological conceptions, and of the reading diaries produced by the students as foment of conclusive data of possible successes. In general, the work is theoretically anchored in Sodré's (1985) and Eco (1970), Reimão's (1983) and Todorov's (1969) approaches to the discussion of mass literature in social life, to the crime novel as a genre narrative; of Cosson (2009; 2014) when dealing with literary literacy; of Bogdan & Biklen (1994) and Thiollent (1996) concerning research and action research; of Machado (1998) regarding reading journals and Rouxel et al. (2013) about the subjectivity of the reader. The results obtained are based on a greater involvement of the students with the literary reading, strengthening this literacy, perceiving itself as part of the communicative relationship with the work and with the author, since they put themselves in the participant position, either in filling the voids of the text, or the possibility of placing themselves before the text critically, as shown in the reading journals. Just as it was possible to transform reading cultures by opting spaces for reading within the school, either in the transformation of physical spaces to this, such as the reading room, and others, or even in the spaces within the class time, that is, in the lessons are not suggested but readings are made and shared, expanding to various areas of knowledge and reaching other classes at school.

The classroom approach to oral genres enables students to develop skills that will be useful for specific real events in different interaction situations. Therefore, this approach requires, also to what is predicted for the written modality, planning and elaboration of pedagogic activities directed to the most different genres. In this work, we aim to investigate how the students of the 9th grade use the oral genre seminar, since we have observed some difficulties in the implementation of said genre in classroom activities. As a means of providing conditions for students to overcome their difficulties, we proposed to develop actions, through a didactic sequence, in order to work this genre of the oral modality. In this direction, we are based on studies that follow sociointerational perspectives, focusing on oral genres and the teaching of these genres. Based on the studies of Dolz, Schneuwly and Noverraz (2011), Marcuschi (2005, 2015, 2016), Cavalcante e Melo (2006), Travaglia (2007, 2013), among others. We followed a qualitative research approach (BOGDAN and BIKLEN, 1994) and, with regard to type, we adopted action research (THIOLLENT, 2011). We did a work, pedagogically guided by the Didactic Sequence (DOLZ, NOVERRAZ and SCHNEUWLY), in order to follow the development of the students regarding the practice of the seminar genre. The corpus analyzed (the seminars produced), allowed to verify that the students presented advances in the use of the study genre, in different aspects, comparing the initial and final productions. With this result, we consider that the problems initially demonstrated by the students could be minimized by adopting a systematic teaching approach, involving the teaching of the formal oral genre in the classroom.

Writing, for having a relevant role in society, has been, over time, approached by scholars, in the field of Education, Applied Linguistics, Linguistics, among others, as a necessary practice for individuals to assume their roles as critical and participatory citizens. Therefore, it is necessary that the school, especially the teachers, carry out an effective work, aiming at the student to produce texts in their different modalities with which they can interact in the most different places and situations. It is common to observe that when asked to produce a certain text, the student does it with some problems, precisely, of order of cohesion. Based on these considerations, this work focuses on the textual production of these students, regarding the use of sequential cohesion elements, for constructing the meanings of the text. Thus, this research is guided by the following question: how the students of 8^th grade use sequential cohesive elements in the written text they produce? For this, it was defined as a main objective to investigate how students use the connectives in textual productions in the open letter genre. They were selected as specific objectives: to identify the specificities of the genre open letter; identify the cohesive elements in the texts; to specify the semantic relations established by the cohesive elements in the text; to recognize if the elements of sequential cohesion serve the communicative purposes of texts. As a theoretical bases Koch and Elias (2010), among others, were adopted as the theoretical basis, according to Koch (2002, 2011, 2013), Marcuschi (2008), Antunes (2005, 2007, 2009, 2010). From the methodological point of view, the work favors action research, qualitative Thiolent (2012), Creswell (2010), whose proposal to meet the objectives of improving the student's textual production adopts the work with the didactic sequence, according to with the proposal of Dolz, Noverraz and Schneuwly (2004), this also served as instrumental for the generation of data. Through it, the students produced two texts, an initial version and a final version, that were compared to observe the use of the connectors, as well as the textual genre. It also provided opportunities to reflect on the entire application of the sequence, which were therefore annotated to serve as data for analysis. Regarding the results, it was observed that the didactic sequence generated the production of fourteen text pairs (initial version and final version). In the initial version, students used 247 connectors to establish the semantic relationships necessary for the purpose of the text; already, in the final production, 341 connectors were found, being 94 more connectors, thus pointing out that in the rewriting the students were able to use other connectives that they had not yet used, they varied these connectives to establish relations that they already knew when they used other connectors. In addition to this aspect, we launched a look at the open letter textual genre, it was noted that of the fourteen pairs of texts only one did not meet the specificities of the genre. Therefore, the data point to the achievement of the intended objectives, since it was observed that the students were able to expand the repertoire of connectors, besides also learned to produce the genre open letter.

The family has delegated to the school the whole responsibility of educating their children and it has moved away as the learner's school age increases. In this sense, this work aims to promote rapprochement between family and school through the implementation of the Didactic Project of Genres (PGD) in classes of Portuguese Language adopting as an artifact the literary genre poem. Research is action-research type (THIOLLENT, 1985) and adopts the qualitative approach of the data (BOGDAN and BIKLEN, 1994). Its development takes place under the guidance of the Didactic Project of Gender - PDG (GUIMARÃES & KERSCH, 2014). The option for an artifact of literature (reading and producing poems) is justified by the privileged place it occupies in the process of formation of the reader by contributing to the humanization of the subject itself (CANDIDO, 2011). The theoretical foundation of this research assumes as presuppositions the works that conceive of literacy as a social practice (HAMILTON, 2000, HEATH, 1982, STREET, 1984, KLEIMAN, 1995; OLIVEIRA, KLEIMAN, 2008) in productions that focus on the school-family partnership , Especially in the literature on literacy (COSSON, 2014) and the poem genre in the classroom (FRANZ, 1997; JOSÉ, 1997; , 2003). The results demonstrate the contribution of the PDG to the rapprochement of the agencies of literacy family and school, mediated by the literary genre poem. The work also reveals that the presence of the family in the school made possible the strengthening of students' reading and writing practices.

The Literacy Projects are characterized by emphasizing activities involving reading and writing as social practices, as well as pedagogical didactic strategies capable of promoting the articulation between the curricular contents established as a focus in the teaching-learning process to socio-historical situations and cultural aspects of the student, resiguinizando them. Therefore, the objective of this work is to analyze the contribution of this methodology to the improvement of the writing practices of students of a 7th grade class that presents a high degree of difficulty in reading and textual production activities. Theoretically, we adopted as references the contributions of Literature Studies as social practice (KLEIMAN, 1995, 2001, 2005, 2009, ROJO, MOURA, 2012; SOARES, 1998; 2003 and TFOUNI, 1995) Tinoco and Santos (2011). To support the approach of genres as artifacts in literacy events and practices, we use Bakhtin's contributions (2011); as well as the conception of writing a procedural activity based on the postulates of Passarelli (2004) .In terms of methodology, the proposed research establishes itself as an action research (THIOLLENT, 1986) and follows orientations of the qualitative approach of data (BODGAN; BIKLEN, 1982). The results point to the relevance of the implementation of the Literacy Project to improve students' performance in reading and written production of proposed discursive genres.

In this research we chose the discursive topic as a proposal of work, privileging specifically the study of the hierarchical organization in the text productions of students of the sixth year of a municipal school, through the fable genre. We discussed the topic as an element through which the subjects dealt with in the text relate to each other, because according to Textual Linguistics, a coherently developed text presents the connections between the parts and the whole. Considering the difficulties  presented  by our students in properly organizing the topics in the texts they produce, we established as a necessary criterion for the construction of the text, a work with the hierarchical organization. In the perspective of collaborating with the students' learning regarding the topical progression of the texts, we developed a didactic sequence, based on the guidelines of Dolz, Noverraz and Schneuwly (2004). Our work was based on the principles of an action research, following a methodology oriented to a specific action. In this direction, we aimed to minimize some problems in the order of textual production, based on the basic principles of centration and the organicity of the text. Our study followed the presuppositions of Textual Linguistics, theoretically supported by the works of Cavalcante (2012), Koch (2002, 2006), Antunes (2009), Marcuschi (2008), Jubran (2006), among others. Our analyzes and reflections revealed that, after the proposal with the didactic sequences, the students produced written texts with noticeable advances in the aspect of the topical hierarchy, fact that evidenced the improvement in their understanding of the importance of writing, relating the ideas to each other, showing coherence between the units of meaning in the text. As a result of this work, the students presented as final product, a booklet made up of original fables of their authorship.

 The realization of this work raises a reflection on the Teaching of Portuguese Language and the approach of linguistic varieties in the school context. Most teachers find it difficult to approach the subject, limiting themselves to taking to the classroom texts that approach variation in a rewriting perspective in which the student is asked only to transpose into the formal language based on normative grammars. However, they are aware of the importance of the theme that represents and values the language in its diversity, being a valuable tool to fight against all forms of discrimination and social exclusion through language. The study is an action research with 9th grade students of a public school, whose objective is to investigate how they understand linguistic variation as an element of (re) knowledge and valorization of language heterogeneity and overcoming the Linguistic prejudice, given that the purpose of Portuguese language teaching is to develop students' linguistic competence, allowing them to coexist with the multiplicity of language variables. In this sense, we start from systematized activities in the form of Didactic Sequences, using the textual genre cordel, based on the guidelines contained in the National Curricular Parameters, also in the contributions of theorists such as Preti (1974); Bakhtin (1997, 2011), Bagno (1997, 1999, 2002, 2007); Mollica (2012) Bortoni-Ricardo (2004, 2005); Antunes (2012), Schneuwly; Dolz (2004), Cagliari (2001), among others. The results revealed that the students reflected on the uses of the mother tongue, understood that there is a multiplicity of language variation and that a re-signification of linguistic prejudice is necessary

In the 21st century, in which we live the technological and digital age, the school as a trainer of individuals capable of fully exercising their citizenship, must incorporate new habits, behaviors and demands, managing and propagating changes in new practices of knowledge construction, providing a learning differently, mainly, regarding the use of the technologies present in the daily life of the students. In this perspective, we will focus in this action research, through didactic sequences the setting, instruction and use of artifacts linked or not to the internet as a means for the construction of the chronic textual genre, aiming at the development of a competent and proficient writing of students of the 9th grade of Elementary School in a public institution. The research is based on scholars such as Kleiman (1998), Soares (2000), Xavier (2002) Valentini and Soares (2011), Levy (1999), Zabala (1998), Schneuwly, Dolz and Noverraz (2004). We will start from the condition of diagnosing the level of aptitude of the students regarding the use of the devices connected or not to the internet, as well as how the information obtained from the digital world is used to acquire school knowledge. We will also work on the chronic textual genre as a basis for developing students’ writing skills, as well as the production of a blog as the final result to be obtained, where the students' production is recorded and disseminated, making each student understand the importance of Instrumentalization and the use of its writing as a social and transformative practice through the technological resources of the present time.

We live in a society in which there is wide availability of information, especially due to the advent and popularization of digital tecnologies from the last decades. But has the school prepared its students to know how to deal with this range of informational resouces available in a safe and autonomous way? Although the PCNs have already point out that this would be one of the school’s responsability, we realized that it has not yet fully complied this function, since the students present many difficulties in relation to the search and use of information. In this context, we plan to promote a didactic intervention in an 8^th grade class from the EMEF Ana Maria Gomes, Picuí-PB, in order to analyze, from the development of information literacy practices, an improvement of student performance in terms of search, selection, mapping, evaluation and uses of the information and its contribution for a writting production in different literacy events. To base our research we transit through concepts of literacy (KLEIMAN, 1995; ROJO, 2009) and informational literacy (CAMPELLO, 2009). We will develop the intervention having as guidance the action-research because it involves a practical matter and its improvement, as well as a reflexion on this practice. We will still make a qualitative approach of the data emanated from the research which will be developed through didactic sequencies in which the students will develop skills for the accomplishment of the targeted research and for the improvement in dealing with informational resources in general.

In the last decades, the researches that involve the teaching of reading have presented few satisfactory results, since the school is failing in its function to train readers. All of this is due to the fact that the students have shown a high degree of demotivation when faced with the activities of reading, besides being inserted in a society in which the technology that surrounds and motivates them predominates. In this way, technological advances end up generating a relationship of dependence and necessity of use, causing people to look for technologies as a kind of survival. From this perspective, we carried out a pedagogical intervention on reading teaching, using as a tool the "Facebook, considering that the use of this technological apparatus is already part of the students' daily life. In this way, we believe that this didactic resource will serve to stimulate them to read, thus creating a constant habit in the daily life and school of the student. In order to do so, we have chosen as objective to propose concrete conditions for the use of Facebook, presenting the multi-modal discursive genres that circulate in this virtual environment, motivating the students to read from something that is of their interest. The research is inserted in Applied Linguistics, focusing on the teaching of reading in a dialogic / interactive conception of language, in multi-modal discursive genres, in multimodality, in digital literacy, in hypertexts and in Information and Communication Technologies, taking into account reading as A social practice. It was used as reference the PCN (1998), Solé (1998), Koch (2009, 2013), Dionísio (2005), Kress and Van Leeuwen (2004), Garcez (2001), Silva (1992), Kleiman ), Marcuschi and Xavier (2004), Ribeiro (2013), Silva (2004), Nutall (2003), Grellet (1981), Aebersold and Field (1997), Bakhtin (2011), Marcuschi (2001, 2008) and others. Methodologically, we find support in some principles of action research, considering that it fits the purpose of carrying out an intervention, whose objective is to minimize the difficulties that interfere in the development of students' reading capacity..

The spelling of the Portuguese language is an important social aspect aimed at the standardization of writing, therefore, easier to read and improve communication between users. Also, master the standard of our language allows the speaker to be on equal terms in social interrelations of writing written. For this importance given to spelling, it is that we defend the idea that the user must master well this writing model agreed and most prestigious in our society. Thus, it is the role of school offer students situations, allowing them approach the most of the spelling of the Portuguese language, a task not so easy, because the mechanisms governing the writing of our language are many orders, a fact that ends up generating a lot of mistakes spelling. These writing problems are very common in the early years of schooling, but we have observed, the experience as a teacher of mother tongue and testimonials from other peers, repeated by scholars in the field, it is that these errors extend beyond early elementary school years. Therefore, we turn our attention to these misspellings in which we try to understand what were the greatest impact, what its main causes, what criteria could be used to identify them and what we could do as teachers of Portuguese, so that our students would exceed or downplayed these orthographic writing problems. For this, we diagnose spelling mistakes made by students of the 7th grade of elementary school of a school of public state of Currais teaching New - RN. We use a methodology that would comprise quantitative to qualitative aspects; the first give us error totals account made by the students which were obtained by collecting spontaneous texts to accomplish the initial diagnosis of the class based on an analysis of parameters model assembled from theorists such as Mitchell (2006), Cagliari ( 2009), Zorzi (1998) and Oliveira; since the latter refer to the analysis and discussion of these data as well as the teaching and learning proposals elucidated in intervention activities that were developed during the action research. The results analyzed demonstrated a high incidence of errors in the oral mark in writing, because most of the class writes with some interference of speech in its spelling, even creating other classification criteria it was possible to realize that the major obstacle in orthographic writing of students is direct support to orality, they still believe that the spelling of our language is completely phonetic writing, which is not true as there are numerous other factors related to the organization of the spelling of the Portuguese language. It was also possible to see that uncorrected errors in the previous series will advance to the following series, which demonstrates the need for intervention activities with the students as they alone can not overcome these errors. The results of the intervention proposals for some misspellings, since it was not possible to apply to all the criteria that we list in our model were effective for students because responded well to the activities and substantially improved its orthographic written, which shows the importance of a reflective work with the spelling. Thus, we hope that our work can contribute to the spelling teaching, helping students and Portuguese teachers in the pursuit of minimizing or even overcoming spell spelling errors.

Keywords: Spelling. Spelling errors. Teaching. Intervention.

The Afro-Brazilian literature is gaining more space in academic setting, but very little reaches the students of elementary school. Based on the Law 10639/03, which includes the obligation of study of Afro-Brazilian and African history and culture, the school needs to offer students its reflexions as component and creator of Brazilian society, appreciating the role of the Afro-Brazilian folk as a creator individual of the history of our nation, because what has been taught in schools is that the history of Africa is limited to the history of slavery and enslaved people. The Afro-Brazilian literature worked on the classroom did not break up with the classic esthetics patterns and neither with the Brazilian tradition yet. Thus, I present a proposal to work with an African descendant authoress: Cidinha da Silva, a writer from Minas Gerais, who appears inside the current literary scene, working with the Afro-Brazilian Literature, a marginal literature to the canon, which deals with themes related to the Negritude concept, racial prejudice, African Brazilian culture, religion of African origin, behavior and music in a natural and flowing way, and that reaches the juvenile public with their stories, tales, chronicles where we can recognize ourselves within the plot, in characters and even in the actions of the daily life. This paper proposes a focused instructional sequence for reading and writing of the genre of chronicle, more specifically the composition Baú de miudezas, sol e chuva (2014) which has as an objective to approach the teaching and learning process of students from elementary school of public education as from a cultural appreciation and awareness of their identity and role in the world. This research presents a didactic and pedagogical focus, based on PCN’s, on the Law 10.639/03, on Candido (2010, 1998, 1995), Cosson (2009), Freire (1987) and Munanga (2009, 2000).

The genres of journalistic sphere have a great social relevance and their circulation is quite broadly, including within other discursive domains, as in school. Even the National Curriculum Parameters (PCN) Portuguese Language recommend a job with argumentative genres of this outstanding ball to who your domain is of fundamental importance for the effective integration in social media. Thus, our research has developed a didactic action in a class of elementary school II from the genre charge. For this, we use the following didactic model proposed by Schneuwly and Dolz (2013). The choice of this genre as an object of study came from the students themselves participants in this study, that after the application of a questionnaire. In our view, the genre charge meets the purposes of this study, since it is a multimodal utterance, whose hybrid and attractive language commonly instigates the reader's imagination and also because it is an argumentative character gender, whose reading can expand critical capacity of the student. Thus, we aim to propose reading strategies that enable students to effective understanding of the genre charge. The corpus of this research relates to a reasonable universe of cartoons of cartoonist Rodrigo Machado Brum, which were worked in workshops and reading comprehension as well as served as anchor to associate the theoretical framework adopted in this research. Our work is included in the subject area of Applied Linguistics and the methodological approach adopted is based on a qualitative, interpretive research, focusing on action research, in which we apply to the students a Didactic Sequence (SD). By developing the modules SD adopted as reference some of the elements proposed by Antunes (2013) to work with the text in relation to its global aspects such as the reference population, the semantic unit (subject), the communicative purpose, the newsworthiness and relations with other texts. One of our research questions brought reflection on the difficulty reader that our students have the front genres made by multimodality. However, I work with gender charge provided participants with some benefits, although still incipient, regarding the development of their critical reading skills on the text consists of more than one mode of representation.

This work presents a proposal of pedagogical intervention elaborated with the intention of encouraging the students of Elementary School II (EF-II), specifically, of the 9th grade, to appreciate the reading and to speak about it, since the majority of them, in this stage Of Basic Education, does not like to read and, consequently, presents difficulty in understanding and producing texts. In this way, the research seeks to elaborate some interventions in order to minimize this problem with the application of pedagogical strategies directed to reading through Didactic Sequences (SD), using as methodological resources some textual genres, giving a greater focus to the chronic genre, since The National Curriculum Parameters (PCN) of Portuguese Language (2001) suggest a work with privileged literary genres for the practice of reading and writing texts. In this perspective, the present study has, as a general objective, to reflect on the difficulties of reading and comprehension of texts by EF-II students, besides investigating how the chronic textual genre can favor the development of student reading competence through activities. For this, we are based on theoretical references directed to the reading and production of the text in Koch (2009), which focuses on the importance of author-text-reader interaction and Antunes (2009), among others that emphasize textual genres as point of the mother tongue and the acquisition of the process of reading and understanding texts; Bakhtin (1997) and Marcuschi (2008) on genders in social interaction; Dolz and Schneuwly (2004) who defend a proposal of teaching-learning centered in the textual genres, considering the language an instrument of knowledge construction. Still, we can mention Solé (1998) who affirms that it is possible to use several reading strategies in the classroom, making it an essential resource for the acquisition of knowledge. Regarding the methodology, our research is inserted in a qualitative approach, based on the theory of Triviños (1987) that see this type of research as a process that develops in dynamic interaction, constantly reformulating. It was from this reformulation that we came to the construction of a book entitled Chronicles of the world (in) real: the quotidian in the literary narrative from the productions written by the students. This product was not foreseen at the beginning of this dissertation, but outlined between teacher and students in the Portuguese Language classroom, through workshops involving SD. In this sense, we conclude that it is necessary to devise pedagogical strategies and interventions that focus the textual genres within the conception of language as an interactional activity of both linguistic and sociocognitive character. In addition, the practice of teaching Portuguese Language, with textual genres, specifically, the chronicle as a literary narrative, can be a facilitator for the improvement of reading and comprehension, since it is possible to increase the student's knowledge in relation to Structural, linguistic and sociodiscursive characteristics of certain genres. As well, it provides the learner to reflect on the adequacy of language elements to the text, the production situation, and the functionality of a specific gender as a social and communicative practice.

The Portuguese language teaching has been constituted as the most urgent difficulty to be overcome, within the educational educational action; And this observation is made evident by the large number of elementary students who have serious problems of reading and, consequently, of writing. The facts presented appear as a symptom of a form of teaching that is more committed to standardized content in the institutionalized curriculum than to the construction of a bridge between the content of the work and the life experiences; Without which effective learning will not occur. In the face of these difficulties, we set out to propose the literary reading of poems and short stories to favor the articulation of linguistic and literary knowledge and, thus, to bring apprentices closer to the richness emanating from those texts; Generating opportunities to minimize the limitations of good writing. Our investigation is an action research, in which we seek, from a pedagogical intervention, to develop writing activities in the perspective of the standard norm of the language linked to the reading of literary works. In order to achieve the research purpose, we support authors of the areas of Portuguese Language and Literature, namely: Cosson (2006), Flôres (2001), Kato (1995), Kleiman (1995), Matêncio (1998), Antunes 2011), Figueiredo (2005) Koch and Elias (2010), Azevedo (2012), Passarelli (2004), Schneuwly and Dolz (2004), among others. The results revealed that the didactic actions undertaken to develop students' writing skills from the reading of texts of the literary genre were shown to be relevant in favor of learning to write in the standard language modality.

The aim of this research is to investigate how Elementary School students develop their performance in the writing ability concerning the production of opinion pieces through the proptotypic didactic sequence proposed by Adam (2011). It was analyzed two sets of ten compositions each and, after detecting any absence in any stage in Adam's prototypic ditactic sequence, it was developed a set of activities to assist the students in following each proposed step and consequently developing their writing skill. The theoretical background is based on the sociodiscursiv approach. The speech genres follow Bakhtin's (1992) dialogic speech and the follow up was built according to the didactic sequence proposed by Dolz e Schneuwly (2004). A notion from Rhetoric from the ancient times up to the new Rhetoric present in Perelman e Tyteca (1996) work was also used. Nowadays these studies are dealt by the pragmatics and they are connected by Ducrot's (1977, 1980, 1987) thought. We also use the textual sequences concept proposed by Adam (2011) and the writing production as procedural practice Flower e Hayes (1980); Serafini (2004); Passarelli (2001).The methodology used is the research-action Thiollent (1996), with the qualitative data, according to Bodgan e Bilken (1996). The research stage was an elementary public school in the city of Fortaleza-CE, Brazil. As members from this research, there are the students from the last year of elementary school (9^th year students) and their Portuguese teacher. With the didactic sequence, we could observe that the students' writing skill concerning the opinion pieces was developed considerably. Besides that, we believe that we could contribute in assisting the students to get to know their roles in the society assuming an active position in which they may make more consistent arguments to defend their beliefs and point of view.

The enunciative responsibility has been understood as a phenomenon that seek to spot the assumption or not by saying on the part of the speaker of the text according to point out Adam (2011) and Gomes (2014). For Adam (2011), the text must be understood from its discursive materiality, considering the study of certain levels or analysis plans. In this research, we hold to the seven level by Adam (2011) which proposes to study to study the phenomenon of the Enunciative Responsibility in the discursive genre chronicle. Therefore, it was our purpose to verify how to manifest the referred phenomenon in the discursive genre chronicle taking as object of analysis six chronicles chosen from the collection “Para gostar de Ler”' , of the year 2003. From the theoretical point of view, we support us in authors like Adam (2011), Gomes (2014), Lourenço (2015), Marcuschi (2008), Koch (2014), Fávero and Koch (2012), Koch and Travaglia (2015), Mussalim and Bentes (2010), Rodrigues, Passeggi and Silva Neto (2010), among others. From the methodological point of view, our research reports three moments, being the first point referred the analysis of the phenomenon of the Enunciative Responsibility in the discursive genre chosen; the second point the application of a didactic intervention guided on the postulates of research action and in order to the elaboration of a didactic sequence; the third moment the elaboration of a didactic sequence  considering the basic assumptions of the enunciative responsibility in the construction of the argumentative purpose  of the producer of chronicle genre. In relation to the first moment, we notice that the producer of the text take up or not the enunciative responsibility by saying in order to accomplishment of his argumentative purpose. In relation to the second and third moments, we hope which the sequence represented contributed to the Portuguese Language teaching, providing the student an advance in developing their reading competence, improving their criticality and positioning on the text. 

Como é do nosso conhecimento, a sala de aula afirma-se como um ambiente de contínua construção de aprendizagens e experiências, porém, para os alunos, além disso, funciona como um lugar, também, para estar em razão do convívio com os amigos. No entanto, nem sempre esses elementos se completam, assim, tão harmoniosamente, pois estamos cientes de que existem bastantes dificuldades, tanto no ato de aprender quanto nas relações interpessoais entre eles. Partindo disso, entendemos que cabe à escola buscar meios para contemplar tais questões de modo que estes se sintam inseridos tanto no que diz respeito a essa aprendizagem como também sendo capazes de interagir consigo mesmos e com os outros, de forma participativa, no sentido de conviver bem socialmente. Assim, encontramo-nos diante de uma situação semelhante com uma turma de 9º ano onde parte dos alunos apresentava certas limitações quanto à maneira de relacionarem-se bem, acarretando, assim, problemas na aprendizagem. Por outro lado, essa dificuldade na forma de interagir afetivamente com o outro, também, se agravava pela dificuldade que alguns alunos apresentavam de falar de si mesmos e de demonstrar seus sentimentos e emoções dificultando ainda mais esse convívio no ambiente escolar. Diante disso, vimo-nos na obrigação de agir de forma imediata e precisa para provocar mudanças nesse quadro. Daí que surgiu a ideia da aplicação de uma ação interventiva a qual começou tomar forma a partir de um projeto pedagógico que havíamos desenvolvido em outras turmas em anos anteriores, desta vez, adaptado para a situação vivenciada pela turma. O projeto, moldado na pesquisa qualitativa e caracterizado a partir da abordagem da pesquisa-ação tomou forma e, elegemos como objetivo maior buscar possíveis alternativas no sentido de desenvolver a competência comunicativa dos alunos, razão pela qual investimos em exercitar a oralidade (fala e escuta) no intuito de promover, pelo uso da linguagem, esse envolvimento interpessoal facilitando, dessa forma, a participação destes tanto na sala de aula quanto na vida social. Para o cumprimento deste objetivo, propusemo-nos a elaborar um caderno didático cujo suporte materializou-se através da narrativa autobiográfica (moldado na produção escrita) e trabalhado ao longo deuma sequência didática estruturada em três etapas distintas que dialogavam entre si. Para tanto, fundamentamos nosso estudo a partir da concepção sócio-histórica e dialógica proposta por Bakhtin em consonância com o interacionismo sociodiscursivo de Bronckart bem como recorremos a outros estudiosos como Dolz e Schneuwly, Marcuschi entre outros. O desenvolvimento de todas as etapas do projeto não só surtiu efeito imediato diante do que nos propúnhamos como também rendeu-nos momentos muito gratificantes reforçando, para nós, que o ambiente de sala de aula vai muito além do fato de ministrarmos conteúdos. E que o trabalho com a oralidade, com vistas na interação afetiva desses alunos, resultou num projeto, por assim dizer, apaixonante.

É certo que muitas discussões acerca da abordagem da poesia em sala de aula têm sido promovidas e publicadas, entretanto qual a razão para a poesia ainda não ter encontrado de fato o seu caminho na escola? Uma das possíveis respostas para o desvendar desse mistério, que inquieta principalmente àqueles que sabem da importância do contato com leituras dessa natureza, em especial na escola, é a certeza de que é preciso ser leitor de poesia para formar leitores de poesia. Assim, se torna necessário ampliar e ressignificar essas discussões de modo a promover efetivas transformações quanto a abordagem do texto poético no espaço escolar. Uma outra lacuna também identificada nas práticas de sala de aula é a mínima escolha pela poesia produzida por autores locais como objeto de estudo. Por essa razão, a presente pesquisa de natureza qualitativa, propõe-se a apresentar uma proposta voltada a abordagem da poesia potiguar na sala de aula, considerando a escassez de material dessa natureza. Dessa forma, o objetivo maior da pesquisa aqui apresentada é ressignificar os conceitos e a abordagem da poesia potiguar no contexto da sala de aula, considerando sua importância como artefato artístico, histórico e cultural, para além dos limites geográficos, por meio da produção de material didático. Sabendo da pluralidade de interesses e afinidades que perpassam o indivíduo, assim como a impossibilidade de negar os avanços da tecnologia e sua importância também no ambiente escolar, o material didático aqui proposto materializa-se na forma de site e de um caderno de poesias, ambos voltados a propostas didáticas centradas na poesia potiguar, sendo o caderno de poesias um recorte do site, por entender a dificuldade de alguns professores no acesso e manuseio dessas novas ferramentas. Para esta pesquisa, assumem-se como norte os pressupostos a respeito de literatura e poesia de CANDIDO (2013), HAMBURGER (2007), as orientações acerca do letramento literário de COSSON (2014), assim como os escritos de GURGEL (2001) e ONOFRE JR (2000) a respeito de literatura potiguar. Assim, a referida pesquisa parte da necessidade de impregnar nos professores a certeza de que é preciso dar voz e vez a poesia na sala de aula, assim como de conhecer a poesia produzida por artistas locais, com vistas a valorizar e disseminar suas obras para, enfim, possibilitar atividades significativas de construção, desconstrução e reconstrução de paradigmas no campo da literatura.

Reading is an activity of great importance in the life of each human being, since this practice is main condition for the complete development of a person.  It is also an activity whose domain is essential to the practice of citizenship, because  it is the means by which the student has access to the knowledge that is part of the world around you. However, given the complexity involved in the learning reading process, teaching students to read is not an easy task. Often the students do not acquire the skills necessary to understand the texts, which makes difficult  any development of these, considering that is no reading if there is no understanding. According to this view, this study focuses on an educational intervention  whose aim is to contribute to the development of the students reading competence of students, in the 6th grade "U", in a Public School, in the city of São João do Sabugi - RN. The activities which compound  that intervention process were developed in Portuguese classroom through teaching sequences according to  reading strategies, based on the genres tales and news, since the students, subject this research, presented serious problems regarding to reading comprehension. Given the importance of the problem in question, this work is justified by the importance to resolve the aforementioned difficulty, given that it seeks the reading performance through genres, as a language social practice, through interactive activities whose aim is  reading and understanding, to construct the meaning of texts and to increase interest in reading. This intervention proposal falls within the scope of Applied Linguistics.  To perform it, we took as a basis some theories that focuses on language as sociointerative practice, such as the studies of Bakhtin (2006, 2011), Bronckart (2012) and some contributions to the teaching of reading activity, including: Solé (1998), Oliveira (2010), Leffa (1996, 1999), Silveira (2005) and others. The discussions about genres followed the studies of Bakhtin (2011), Marcuschi (2008), as well as other theoretical; the didactic sequences were constructed from Bronckart (2012), Dolz; Noverraz; Schneuwly (2013) and, regarding to teaching of Portuguese language, we adopted the guidelines of PCN / LP (1998), as well as Antunes (2003, 2009) and other authors. The results showed that students of the 6th year increased their ability to understand the texts read through the didactic and pedagogical actions, thereby acquiring the reading competence they needed to continue learning.

Este trabalho tem como objeto de estudo os Projetos de Letramento que se caracterizam por enfatizar a prática social da leitura e da escrita; por conceber o conhecimento como algo dialeticamente (re)construído, (re)contextualizado e ser impulsionado pela necessidade real do educando, na perspectiva de promover a ressignificação do ensino e o redimensionamento do papel do professor, do aluno e da escola no contexto social e no processo ensino/aprendizagem. Nesse sentido, objetiva-se analisar as implicações do desenvolvimento de Projeto de Letramento em aulas de Língua Portuguesa no que diz respeito ao aperfeiçoamento da competência comunicativa do aluno do 9º ano do ensino fundamental. Teoricamente, a investigação proposta fundamenta-se nos pressupostos apresentados pelos Estudos de Letramento, mais precisamente no que se refere aos Projetos de Letramento (OLIVEIRA, 2008; TINOCO, 2008, SANTOS, 2012, OLIVEIRA; TINOCO; SANTOS, 2011), na Teoria dos Gêneros do discurso (BAKHTIN, [1992] 2011) bem como na perspectiva de escrita como prática processual e colaborativa (PASSARELLI 2004; SOARES 2009). Em termos metodológicos, segue abordagem de dados qualitativos (BODGAN; BIKLEN, 1982), configurando-se, mais precisamente, como pesquisa-ação, cuja finalidade consiste no diagnóstico e transformação da realidade que afeta os sujeitos envolvidos (CHIZZOTTI, 2013; MOREIRA; CALEFFE, 2006). Sua realização compreende uma sequência de procedimentos que inclui, dentre outros: definição do problema, execução e avaliação da ação. O corpus de análise é constituído de material gerado no decorrer da sequência proposta, mais especificamente na aplicação de técnicas como: entrevistas e rodas de conversa, questionários, registros de imagem e vídeo bem como notas de campo. As discussões indicam que o trabalho de sala de aula com Projeto de Letramento implica na abordagem mais significativa de questões sociais contemporâneas, na maior circulação e produção de diversos gêneros do discurso e, consequentemente, na participação mais efetiva dos alunos em atividades de leitura e de escrita, o que favorece o aprimoramento de seu desempenho em termos de demandas comunicativas, sejam elas orais e escritas.

This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), Fávero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.

A prática com os gêneros textuais, no ensino fundamental, amplia a utilização da leitura e da escrita e melhora a qualidade da aprendizagem. Assim, por ser a escola uma das esferas mais atuantes nas práticas sociais da linguagem, é que justificamos a utilização dos gêneros como facilitadores para o ensino e aprendizagem da língua materna. Dessa forma, esse estudo é relevante porque não observamos na literatura atual, estratégias consistentes que venham melhorar a escrita de alunos do ensino fundamental. A partir disso, temos como objetivo principal discorrer sobre o trabalho com gêneros textuais a partir do desenvolvimento de sequências didáticas. Desse modo, ao analisar as formas estruturais, linguísticas e sócio discursivas dos gêneros estamos refletindo sobre a adequação dos elementos da língua, a situação de produção que determina a funcionalidade de um gênero específico e a sua utilização como prática social da linguagem. Nessa pesquisa discutimos algumas questões relacionadas ao ensino com gêneros textuais diversificados, no contexto escolar de turmas do ensino fundamental I, do 5º ano, especificamente a carta, o bilhete, a música, a poesia, a fábula e o conto. Para tanto, os referidos gêneros foram escolhidos por fazerem parte da grade curricular e estarem presentes no livro didático. Com as informações reunidas e considerando a importância da leitura e da produção textual a partir de gêneros conhecidos, foram organizadas sequências didáticas pautadas na prática escrita desses textos. Como o estudo se refere à uma pesquisa qualitativa, optamos por uma perspectiva sócio discursiva ancorada nas teorias de Bakhtin (2011) e Carolyn Miller (1994), sobre os gêneros na interação social; Bronckart (1999/2004) que evidencia o interacionismo; Marcuschi (2005) e Dolz e Schneuwly (2004) que aprovam uma proposta de ensino-aprendizagem centrada em gêneros textuais, atribuindo à linguagem uma significação na construção do conhecimento. Nesse sentido, conclui-se que é necessário contemplar nas atividades de ensino a diversidade de textos e gêneros e, não apenas em função de sua relevância social, por isso o discente deve ser capaz de utilizar a língua de modo variado e adequar seus textos a diversas situações de interlocução oral e escrita. Para isso, verificamos que houve um avanço significativo quanto à produção textual dos alunos, visto que os resultados foram além do que esperávamos. Isso porque o produto resultante das atividades realizadas se constituiu na publicação de três livros distintos com os textos dos próprios discentes, os quais acompanham essa dissertação.

The process of teaching and learning Portuguese (LP) before focused only on the meta-language activities, has undergone changes. In this renewal, the expansion of the discursive competence of the student, considering the social practices of language that are established within and outside the school walls, became the focal point of the teaching of this discipline. In this perspective, orality, which until then was only used as a tool that allowed the interaction between subjects in the classroom and treatment of various contents, has also become privileged, giving students both develop social practices this modality as understand aspects inherent in each of them. However, there are indications that these changes, especially those who turn to the inclusion of orality in teaching LP, have yet to become established in daily teaching practices. In this sense, this study sought to investigate whether the activities that students perform LP classroom of elementary school II focus on aspects relating to oral modality in seeking to foster the development of oral discursive competence of these students, as suggested by the new theories and proposals existing curriculum. To this end, we make use of qualitative research methods, adopting an ethnographic approach and the case study. In this direction, we use in the on-site observation and records in field diaries, LP classes at a 6th grade of elementary school room. The reference that guided this study were mainly investigations of Marcuschi (1991, 2001 and 2008); Kerbrat-Orecchioni (2006); Fávero, Andrade and Aquino (2012); Costa Maciel (2013); Antunes (2005 and 2010); Dolz and Schneuwly (2004); Leal, Brandão and Lima (2012); Loyal and Seal (2012), and the guidelines contained in the LP NCP 6th to 9th grade (BRAZIL, 1998), among others. In the results, we find that the activities analyzed realize, only, of some aspects related to orality and who are exploited in just two dimensions, which are: the writing oralization and linguistic variation and the relationship speaking and writing; Meanwhile, the production and comprehension of oral genres and appreciation of oral tradition texts, for example, are not covered. In this sense, to be provided the development of oral skills in students is fundamental systematic planning of educational activities that put focus and also an educational intervention that is favorable for this purpose. Thus, considering some difficulties that might exist for teachers in didactization of orality, given that this is a teaching object that needs to be better known, but also by the lack of practical guidance on how to address it in the classroom, we present some suggestions for activities whose purpose is to supplement those that are routinely carried out in LP classes.

Teaching Portuguese language in Brazilian public schools is still limited mostly to studying decontextualized text fragments, memorizing classifications and cult of grammar rules. Considering the language as a social, cultural practice which emerges from the intersubjective interaction, we sought to propose an educational intervention that prioritizes the retextualization processes from speech to the writing of memoirs as a textual genre, so as to contribute for improving learner’s discursive performances. Therefore, paying attention to these concerns and in attempt to contribute for improving the teaching of Portuguese language in elementary school, we chose as privileged locus a 9th grade class from a state school in Bento Fernandes, RN. The corpus is formed by texts produced and retextualized by students from the elders’ oral reports within local community. We sought thus to understand what memory is, its importance for registering local spoken language and culture, as much as to carry out didactic actions that favor students’ learning in the activities of textual production. In light of the theoretical overviews about linguistic-discursive relations, based on Marcuschi’s (1993, 1997, 2001, 2002, 2006, 2008, 2010) conception of oralitiy-writing continuum and    the

debates proposed by Antunes (2003, 2014), Alves Filho (2011), Koch (2012) and Bakhtin (1992, 2011), we aimed to understand, by analyzing the retextualized memoirs, how these practices complement each other within the process of orality and writing. As for the proposal of didactic sequences, the study has been oriented by Dolz and Scheneuely (2004); as for the memoirs, by the guidelines of Coracine and Ghiraldelo (2011) and Le Goff (2010, 2013). In this way, this work followed the action-research methodology in a qualitative approach, considering the teacher (researcher) as an active agent involved in the process of knowledge production in his own educational practice, so as to interfere in the mediation, knowledge production and its dissemination in classroom context, which is the privileged locus for constructing and transforming process. There is much to be research within the area of retextualization.  Yet  we verified that this educational intervention, based on discursive operators of retextualization, has been proven viable as an efficient path so that we teachers can  work the peculiarities of usages and functions of textual genres in oral and written modalities of a language, without grasping both as a dichotomy. This accredited us to strengthen a discourse that undoes many myths still present in that order, especially the one that causes more damage for the learners of Portuguese language – that writing is a representation of speech.

Este trabalho apresenta o desenvolvimento de intervenção pedagógica estabelecida no intuito de incentivar os alunos do 6º ano do Ensino Fundamental II, a apreciarem a leitura de textos literários e a discorrem sobre elas. Assim, objetiva compreender as implicações do uso de diários de leitura para o aperfeiçoamento do desempenho desses alunos em práticas de leitura e de escrita em aulas de Língua Portuguesa. Para tanto, fundamentamo-nos em referenciais teóricos direcionados à leitura e a produção do texto, especificamente sobre o gênero diário de leituras, como é o caso de Machado (1998), ao revelar particularidades e vantagens pedagógicas da abordagem do gênero, para a formação de leitores mais críticos nas escolas.  Também constituem embasamentos para as discussões propostas os aportes de Bakhtin (2011), dentre outros, no que se refere à teoria dos gêneros como também os postulados dos Estudos de Letramentos (SOARES, 2004; KLEIMAN,1995; ROJO,2009; STREET,2014 e TFOUNI,2010), do uso de sequência didática no ensino de língua materna  (DOLZ; SCHNEUWLY (2004),  adaptado por Costa Hübes (2014), inclusive de fontes que abordam a escrita como prática processual (PASSARELLI, 2004;2012 e SOARES, 2009).Em termos metodológicos, trata-se de uma pesquisa-ação, pois além de ser realizada por meio da interação direta com os sujeitos e o ambiente pesquisado também compreende proposta realizada em “estreita relação com a ação ou com a resolução de problemas num processo em que pesquisadores e participantes estão envolvidos de modo cooperativo” (THIOLLENT, 2009, p. 21). A abordagem de dados é de natureza qualitativa, uma vez que, além de priorizar a descrição de ações, a pesquisa também se realiza no ambiente natural onde ocorrem as intervenções, considerando-se o que fazem e o que dizem os participantes da pesquisa acerca do seu fazer, assumindo assim caráter interpretativista. Os dados foram gerados no decorrer do ano de 2014, a partir da aplicação de questionários, realização de entrevistas e notas de campo bem como da elaboração de diários de leitura pelos próprios colaboradores. As análises dos dados nos permitiram observar melhorias nas competências leitora e escritora dos alunos. Ademais, foi possível perceber que a pesquisa favoreceu o reconhecimento de que o trabalho com o gênero discursivo diários de leitura contribuiu para a construção de novos conhecimentos, pois a partir da sua produção os alunos passaram a levar em conta aspectos relativos ao domínio pragmático, à estrutura composicional e elementos linguísticos inerentes ao gênero em estudo, o que certamente indica maior possibilidade de agirem discursivamente, com êxito e autonomia, em  situações de interação escolar.