Leitura e escrita no ensino fundamental: uma proposta de sequência didática com a utilização do gênero textual e-mail

Abstract

This course conclusion work aimed to analyze the use of didactic sequences as a teaching methodology with a focus on reading and writing in the early years of elementary school. In the first part we present the bibliographic review, concepts related to reading and writing in elementary school, based on the use of didactic sequences, bringing insight into national curriculum documents and their use in the classroom. Then, we developed the elaboration and application of a didactic sequence using the textual genre e-mail in a fourth year class of Elementary School I, according to the fortnightly lesson plan proposed by the Department of Education in the Municipality of Foz do Iguaçu, with the aim of awakening students' interest in reading and writing, seeking to integrate the content covered in the classroom with each student's daily life to make it an environment that facilitates and makes teaching attractive. After applying the activities, skills and capabilities expected from this stage of literacy were achieved, students understood the textual genre, its structure, target audience and social function, learned to differentiate formal and informal language, as well as oral and written, using According to the communication intention, they handled digital technologies, carried out writing, rewriting, planning and production of texts, in addition to practicing individual and collective reading of texts.