Que seja significativo, para que transforme: da apreciação da leitura a produção textual - uma proposta aos alunos do 2º ano do ensino fundamental

Abstract

The objective of this Job is to present the development of a pedagogical proposal developed with students of the 2nd year of elementary school with the purpose of favoring social and emotional relations, cooperate for the valorization and self-esteem of students, and promote the development of reading and writing. This was necessary because after some pedagogical interventions it was possible to identify that they were students with varied demands and that to overcome the difficulties, it was necessary to treat them considering the specificities existing in the class. With this in mind, an action plan was developed that aimed to restore students' self-esteem, respect between them and those who were different, thus promoting actions that were significant to them in order to promote changes. For this practice, some theorists were elected as: Leal, (2008); Rocha, (2008); Oliveira (1991); Campos (2012); Almeida (2012). This plan has a qualitative nature (BODGAN & BILKEN, 1994), as it sought to develop a practice that looked at the subject. The project has objective the pedagogical practices, which culminated in the elaboration of portfolios, with the theme: “I, with me”, “I with the different”, “I with everyone”, promoting self-knowledge, developing awareness and respect for those who They are different and fundamental values for a life in society, in order to consider the importance of the other in the construction of our own history. At the end of the work it was possible to contribute for the majority of students to recognize themselves as people, irreplaceable in themselves, unique in their differences, privileged in terms of access to education, being supported in their needs regarding the obligations of the school, responsible for their choices in and out of the classroom, aware of their obligations, and knowledgeable of their rights and duties. Aware of who they are, who their neighbor is and the importance of personal relationships in promoting a harmonious and peaceful life. In addition, it was possible to effectively acquire the skills required of students of the second year of elementary school, achieving literacy and literacy as the development of textual production and reading appreciation.