Práticas de letramento em processos de ensino e aprendizagem da leitura e escrita: um relato de experiência

Abstract

This study aims to analyze the role of literacy in reading and writing practices, highlighting the potential of oral discourse genres for the development of these skills. The discussion stems from the Brazilian educational context, reflecting on literacy rates and the significant levels of functional illiteracy. The research is characterized as na experience report, anchored in narrative inquiry, based on the activities of the Supervised Internship of the Pedagogy undergraduate program and the implementation of a literacy project in a public school in Parnaíba, Piauí. The pedagogical practices were organized into workshops focused on literacy, centered on the use of oral discourse genres, integrating orality, reading, writing, and playfulness. The results showed that the use of stable and meaningful texts, as part of the students’ linguistic repertoire, contributed to vocabulary expansion, fostered reading comprehension and writing skills, and stimulated creativity, while emphasizing the social use of reading and writing. The analysis also indicated that integrating literacy and reading instruction is essential to develop critical and participatory readers and writers. This way, it reinforces the importance of pedagogical practices that value local culture and respect students’ individualities, promoting social inclusion and autonomy.