Projeto de letramento e sequência didática na OLP: propostas para o ensino de leitura e escrita

Abstract

This paper aims to stress about the contributions resulted from two educational models: a literacy project and a teaching sequence, both focusing on the reading and writing education. For this purpose, Kleiman (2000, 2006) Tinoco (2008), Oliveira, Tinoco and Santos (2011) were used as theoretical background for the analysis regarding literacy studies and Dolz and Schneuwly (2004) and Araújo (2013) for the analysis on teaching sequence model. This study used an approach based on Applied Linguistics (MOITA LOPES, 2006). Also, the analysis of two intervention studies developed in the Professional Master’s Program (PROFLETRAS) – both having participated in the Portuguese Language Olympics – was performed. The results showed that three main aspects emerged from both literacy project and teaching sequence models under analysis: writing as a social practice, production of different genres and resignification of the practice of teachers and students.