READING AND WRITING PRACTICES: A PROPOSAL BASED ON THE BOOK SAMIRA'S DIALOGUES - INSIDE THE SYRIAN WAR

Abstract

This work, entitled "Reading and Writing Practices: A Proposal Based on the Book "Samira's Dialogues - Inside the Syrian War," was developed at the Otto Ewald Júnior Municipal Elementary School, located in the Itararé neighborhood of Vitória, Espírito Santo. The proposal was initially based on a reading project for the first quarter of the 2022 school year, in which 8th-grade students actively participated in all stages, including deciding which activities would be carried out. The chosen methodology is based on four steps of the simple didactic sequence proposed by Rildo Cosson (2005) in his book "Literary Literacy - Theory and Practice": motivation, introduction, reading, and interpretation. The work achieved the expected objectives of stimulating literary reading, enabling the appropriation of reading, based on the activities developed, considering the proposed dynamic, student interaction, and feedback provided throughout the project. The theoretical framework was based on Bakhtin (2016), Cereja (2005), Cosson (2009), and Koch & Elias (2007; 2011). The intervention project was developed from a dialogical perspective, valuing student involvement and protagonism during the process of choices, decisions, and productions. The moments of reading, dialogues, conversations, and productions were designed and led by the teachers/authors of the proposal, but their implementation was susceptible to changes due to the dynamics brought by the students themselves and unforeseen events in the school environment. Therefore, the results were considered satisfactory, given the productions developed by the students and the dialogue present among them.