As contribuições de Célestin Freinet no ensino da escrita

Abstract

This work aims to investigate and understand Freinet Pedagogy and its possible contribution to the teaching of writing, seeking to relate Freinet's pedagogical ideas with the study of literacies and the teaching of writing through textual genres. In order to achieve our objective, the works of Célestin Freinet and his commentators were used as theoretical support. These works were chosen and selected as follows: first, the works of Célestin Freinet, as they are the main theoretical basis, and then, the works of the commentators in order to carry out a better reflection on the theme. In order to analyze the texts, we seek at each reading to make a file and a review, always observing the sequence of the specific questions and objectives of the work. The data, after being analyzed, showed that Freinet's ideas contribute to the teaching of writing, making it more meaningful for students since, even without any knowledge of these aspects at the time, the author's propositions are allied with the current perspective of teaching literacies and learning to write through textual genres. In this sense, the teaching of writing based on Freinet's pedagogical ideas stimulates autonomy, cooperation and free expression, leading us to conclude that didactic situations based on Freinet Pedagogy contribute to forming more critical and reflective subjects in their written productions.