Teaching and learning strategies for reading and writing in elementary school

Abstract

This article deals with a pedagogical experience of the researcher, developed in a class of 9th grade of Elementary School, in a public school of Parnaíba, in the north of the State of Piauí, in the first semester of 2022. The activity was based on an intervention project based on teaching and learning strategies of reading and writing. The objective was to promote linguistic literacy practices with students of the 9th grade of elementary school and to develop teaching and learning methodologies of reading and writing. With regard to learning, it was intended: to expand reading and writing skills from experiences in linguistic literacy practices and to improve the ability of orality and articulation of language in social contexts of language use. The theoretical basis included studies by Antunes (2003), Brasil (2018), Sánchez (2004), Soares, Aroeira and Porto (2010), Solé (1998), among others. The methodology applied was the cycle of mediated thematic workshops, developed through didactic sequences. The project gave students the opportunity to expand their reading and writing skills, through an experience of using the language in a context that motivates language production.