Projeto Didático de Leitura e Escrita para o Gênero Documentário no Ensino Médio

Abstract

This research aims to elaborate the pedagogical project of reading and writing of the documentary genre for the high school in order to enable the high school students to rescue their history and culture. The actions and activities were developed seeking to involve the student in attitudes of conservation of the local patrimony, demonstrating responsibilities, conservation and respect to the patrimony. It is a study based on the interactionist conception of language and the perspective of Applied Linguistics on reading and writing. In order to elaborate the project of reading and writing of the documentary genre, we have, as a theoretical and methodological contribution, the project of reading and writing of genres (LOPES-ROSSI, 2011, 2008, 2006, 2003, 2002). From this, the activities were elaborated, following the modules of the project: reading, writing and circulation of the genre. Through the pedagogical project of reading and writing, it enables the student: (1) to know the conditions of production of the documentary; (2) distinguish film from documentary; (3) search texts on the subject of local place of the students; (4) produce and spread the documentary in web. In this way, the student conceives reading as a form of interaction and the writing is work, since the focus is on the writing process - planning, initial production, revision and rewriting - and not on the product.