Reading wonderful stories and creative writing: didactic mediation aimed at the Final Years of Elementary School
Purposeful research. Reading. Creative textual production. Wonderful stories.
This dissertation presents a didactic mediation and a pedagogical notebook with reading and text production activities based on fairy tales. It is a propositional research project whose general objective is to develop linguistic skills by addressing a genre. Therefore, the proposal engages with the Didactic Sequence method of Dolz, Schneuwly, and Noverraz (2004). It is also based on the precepts of action research (Thiollent, 1986), encompassing empirical knowledge related to an action aimed at meeting a collective demand (Thiollent, 1986, p. 18). More precisely, the observation of difficulties regarding reading and text production practices among students in the final years of elementary school at a municipal school located in the urban area of Angra dos Reis/RJ sparked an interest in empowering them, stimulating these practices and their creative potential. Through these products, the aim is that: i) they feel a sense of belonging to the teaching-learning process; ii) they reflect on how they read and write; iii) they develop and mature reading and text production practices autonomously; iv) they explore possibilities of interpretation provided by reading fairy tales; and v) they participate in activities that contribute to the creation of other texts. It is believed, therefore, that promoting oral and literacy practices based on fairy tales can help expand students' communicative competence.