Banca de QUALIFICAÇÃO: ANA GLORIA ROGERIO DE CARVALHO GAMA

Literacy Projects. Traffic Education. Textual genres. Action research.

The high rates of traffic accidents and deaths led the United Nations (UN, 2011) to define the period from 2011 to 2020 as the “Decade of Actions for Road Safety in the World”, recommending that all countries plan and implement actions. to reduce casualties. In this sense, this action research work focuses on traffic education and aims to investigate the implications of Literacy Projects for the improvement of students' reading and writing practices as well as their conscious performance in traffic. . Students of a 9th grade elementary school from a municipal public school in the city of São Bento do Trairi-RN, participated in the research. Theoretically, we are based on the perspective of Literacy as social practices (KLEIMAN, 2005; 2010), on the assumptions of Literacy Projects (OLIVEIRA, 2008; TINOCO, 2008; SANTOS, 2012; OLIVEIRA; TINOCO; SANTOS, 2011). in the Theory of Textual Genres (BRONCKART, 2003) and the legal provisions governing the driving of vehicles in traffic (BRASIL, DENATRAN, 2006; PAULUS 2012). In methodological terms, it is an action research (THIOLLENT, 2011) of qualitative data approaches (BORTONI-RICARDO, 2008; BOGDAN; BIKLEN, 1994), since we implemented an inductive analysis of the investigated questions, seeking to interpret them. from what the research collaborators express about their doing during the project actions. The partial analysis of the data indicates that the development of the Literacy Project gives rise to the active involvement of students in the actions and activities performed, which contributed to the improvement of reading and writing practices, as well as to their awakening to responsible behavior in the classroom.