Ensino de língua portuguesa: análise crítica de um projeto de leitura e escrita literária com adolescentes

Abstract

The Portuguese Language Teaching, in accordance with the PCNs, requires from the teacher a variety of knowledge in Textual Linguistics and Literature, but there are dissensions between skills and domains that this document demands and what the portuguese language teacher usually has. The textbooks emerge as this relationship's mediators, but their authors have no operational criteria and theoretical notions, as suggested Marcuschi, implying difficulty in teaching-learning process. The text aims to analyze the situation from a teaching experience of Portuguese Language for teenagers on a literary reading and writing project.