Rethinking Portuguese language teaching is not only necessary, it is, above all, unthinkable. The situation is alarming and needs to be urgently rethought. Although there have been several reflections along these lines, it can be seen that practices that do not take into account the socio-historical nature of language, or the subject as a socially constituted being, still predominate in schools. It is because I have this perception, and especially because I want to transform teaching, that I set out to reflect on Portuguese language teaching, in line with scholars who are willing to (re)think new ways of teaching. In this sense, the main objective of this work is to obtain an answer(s) to the following question: in what way does a didactic action developed through oral and/or written discursive genres contribute to expanding subjects' linguistic-discursive capacities, as well as increasing their responsiveness and criticality? The research was carried out through "Integrated Didactic Actions (IDAs)", conceived by Moura (2017), which are realized through the interweaving of reading, writing, speaking and linguistic reflection activities, from an interactionist/dialogical perspective of language, in a cyclical way, without one overlapping the other. It was developed with elementary school students in real discursive and interactionist situations. The methodology used was Tozoni-Reis' (2010) participant, qualitative approach, which allows for action/reflection by the subjects involved, greater involvement between the participants and, above all, the possibility of interpreting and analyzing the data in a more reflective way. The reflections took place according to the theoretical bases of Bakhtin (1997,2006,2010,2016), Fiorin (2022), who consider dialogism and interactionism in language, through discursive genres in real situations of use, in addition to the dialogical character of the enunciations. I am also anchored in authors such as Moura (2017,2018,2019), who understands language as an ideological and socio-historical artifact that cannot be detached from ideological contexts. In addition, I consider the approaches of researchers such as Marcuschi (2008), Kleiman (2002,2007), Rojo (2009,2015), Antunes (2003,2009,2017), Koch and Elias (2013), Street (2014), among others who conceive language in this socio-historical dialogism, aiming for a literacy that is, in fact, social. Thus, based on the analysis of the data, the importance of ADIs for the gradual expansion of speakers' linguistic-discursive skills, as well as for the development of their critical and responsive autonomy, in the most diverse social environments, became evident. This was confirmed by the fact that the students took part in reading, writing and speaking activities and reflected linguistically on all of them, through interconnected actions in real contexts of interaction, just as language is conceived in its most diverse aspects in this research.

The research was based on the recognition of the importance of public early childhood education and focused on the debate about the teaching of literary reading in the early years of elementary school in the public education system. It reflected on the positive results of introducing literary reading in the early grades of elementary school. Results from national (SAEB/ANA, 2016) and international (PISA, 2018) exams attest to the lack of access to literary texts and point to a gap in reading skills in Brazilian Basic Education. In this sense, a theoretical study was carried out through bibliographic research that investigated which elements present in children's and young adult literature can be used to awaken the interest in reading among children in the early years of Elementary School, in order to contribute to their initiation into reading and their personal development. The theoretical investigation was linked to practical activities in a teaching project, approved by the Plataforma Brasil, by an ethics committee, under opinion number 6.108.338. It was carried out in a school of the Amazonas state public school system. The title of this intervention is: Children's and Young Adult Literature – Reading Beyond the Classroom. Its proposal aimed to introduce Children's and Young Adult Literature in the early years of Elementary School. Its planning included the connection between school, family, and the literary community (local Children's and Young Adult Literature authors). 24 children participated in the intervention, the majority of whom were male, mixed-race, and 2 were indigenous. There were also 24 guardians and 2 local writers. The participating children were between 8 and 9 years old, and most of them came from low-income families, which made it difficult for them to access literary books before school age. However, with the implementation of the project, it was possible for many children to read up to 20 books with their families during the intervention, through book loans from the library. To support the research, authors who are experts on these subjects were sought out, including Ariès (1986); Colomer (2003); Zilberman (2009); Cosson (2021). The theoretical part of the research presents the beginning of the discussion about the emergence of Children's Literature in Europe and its arrival in Brazil. It also discusses the relationship between the production of Children's and Young Adult Literature and the student's formative process, characterizing the non-pragmatic aspect that Children's and Young Adult Literature has as an element in the holistic formation of students as individuals. The social role of Children's and Young Adult Literature (anti-racist and anti-prejudice literature) is also discussed through the insertion of African and indigenous literature and its representation in the midst of white literature, in Portuguese language classes, and possibilities for interdisciplinary study. Although this is not the main focus of the research, it was considered highly relevant to emphasize the importance of children having access to this literature. During the intervention process, positive and negative points were listed, among them the difficulties for the guardians to follow their children's readings, mainly due to the need for the guardians to work outside the home. However, as positive points, the school community, the parents of the students and the local writers were enthusiastic about the intervention to help "in small steps" in this initiation of the students' reading formation.

This research work aims to present strategies for teaching Literature based on narratives with Amazonian themes. The activities involved students from the final grades of Elementary School, from the State School Professor Antenor Sarmento Pessoa, in the city of Manaus - Amazonas. The clipping aims to investigate the imaginary of the Brazilian Amazon manifested in the states of Amazonas and Pará, in narrative fiction. In this sense, we use narratives from the book Belém de Arrepiar (2021), by Nathan de Moura, as a reading/writing experience strategy with 9th grade students in order to stimulate interest in narratives with regional content; preserve cultural identity and memory; to develop skills in the artistic-literary field of telling and retelling stories, based on the guidelines of the Base Nacional Comum Curricular Ensino Fundamental Anos Finalis – EF69LP53 (2008), and research on literary education. The theoretical foundation research is in preliminary approaches, as well as the application of the teaching project (conversation circles in order to identify the students' prior knowledge about the short story subgenre; verification of activities developed by different teachers of Portuguese, in the literary scope). Five short stories by Moura were chosen: “Mundiado por Curupira”; “The Legend of Tabatajá”; “Surra de Matinta”; “The girl who became a statue”; “The Legend of the Big Snake”. These texts will serve as a study and motivation for an educational product about narratives to be created by students and finalized in a literary exhibition in the school environment.

Linked to the Linguistic Studies Group: Text, Discourse and Teaching – GELTDE and the Professional Master's Program in Letters – PROFLETRAS, this research, in addition to bringing reflections on language teaching from an interdisciplinary, dialogical, interactive and reflective perspective, also discusses genres discursive and teaching based on Integrated Didactic Activities (ADIs) – created by Moura (2017), informed by principles of Bakhtin's Theory. By believing that discursive genres are the amalgamation of elements capable of going beyond the classroom context, exploring the social dimension of language from the perspective of literacy, expanding students' linguistic-discursive capabilities and enabling them to interact and intervene in society through language, we present and discuss data and evidence that prove the potential of language teaching-learning through the organization and performance of pedagogical work in didactic actions that cyclically integrate reading, speaking, writing and linguistic reflection activities – a methodological proposal called Integrated Didactic Activities (ADIs). The corpus analyzed was obtained through data produced and collected during the actions of the Intervention Project “Cá entre nos,...”, developed with students in the sixth and seventh year of elementary school at the Municipal School of Early Childhood Education and Fundamental Artur Pessoa, teaching unit in the rural area of the municipality of Altamira-PA – a fact that gives the research, in terms of method, the characteristic of participant, and qualitative in terms of approach. The discussion is based primarily on Bakhtin's theory (1981, 2010) and the studies of other researchers such as Marcuschi (2007), Kleiman (2002), Koch and Elias (2010), Rojo (2002), Antunes (2003), Geraldi (1997, 2012, 2003) and Moura (2021, 2018, 2017, 1978) who, like Bakhtin, consider language to be a cognitive, social and historical activity, and help in understanding and carrying out ADIs.  As a result, we conclude: as it conceives the dialogism of discursive genres and operates teaching along the axes of reading, orality, writing and linguistic reflection cyclically, enhanced by the interdisciplinarity that is inherent to it, Integrated Didactic Activities constitute a teaching tool that , gradually and sensibly, assists in the development of linguistic-discursive skills of speakers, training them, through action-reflection-action of real contexts of interaction, for responsiveness and criticality in the face of the social events of their experience, giving them more autonomous in the different spheres of circulation in society.

This work aims to analyze a classroom intervention that proposed to produce a school newspaper using the integrated didactic activities (ADIs) of reading, orality, writing and linguistic reflection and to verify if this didactic action contributes significantly to expanding the linguistic-discursive ability of students in basic education. The qualitative/participant research takes place in a school in the municipal network of Santarém in the present year 2022, in 2 (two) classes of the 9th grade of elementary school. The intervention took place through the intervention project called “School newspaper: the student protagonism” which aims to make the teaching of the Portuguese language feasible from an interactive, dialogic-discursive approach, proposing the production of the school newspaper with the dynamics of the ADIs, expanding the linguistic-discursive ability of students in the 9th year of regular education. In the intervention, I approach the school newspaper as a social practice, using the discursive genres of journalism and literature in classes. This work is part of a research field that has been produced at Profletras-Ufopa under the guidance of Moura (2016, 2017, 2019 and 2020), professor and researcher who postulated the Integrated Didactic Activities -ADIS. The ADIs make it possible to integrate reading, orality, writing and linguistic reflection activities from a discursive, interactionist, enunciative and dialogic perspective of language that is grounded in Bakhtinian theories. The theoretical bases that support this work are the assumptions of Bakhtin (2006, 2010a, 2010b, 2011, 2016, 2017), Moura (2016, 2017, 19). Voloshinov (2017), Marcuschi (2005, 2008), Koch (2003, 2004, 2006, 2008), Koch and Elias (2009a), Bazerman (2011), Fiorin (2020). The corpus of this research are the LP classes, recorded through video, audio and logbook records (both by the teacher and the students). The results of this research point to the need to integrate activities of reading, orality, writing and linguistic reflection in fundamental education, in this way it is also seen that the linguisticdiscursive capacity of students increases significantly.

This work aimed to validate different methodological alternatives, such as technologies in general, used as facilitating elements in the writing, production and speaking process of students in the 9th year of elementary school at the state school Nelson Alves Ferreira, located in the city of Manaus. , in this study it was specifically about the insertion of digital technologies, used as facilitating elements in the process, with the purpose of enabling students to improve their understanding and interpretative capacity. The research is qualitative in nature, in which the research teacher collected and analyzed the data obtained through classroom observations. To this end, questionnaires were distributed and activities were carried out including the proposed technologies. The results indicate that we are still far from ______, which demonstrates that the inclusion of new technologies is necessary for the intellectual and critical training of our students. However, we found that the use of these new technologies, in technical terms, students still have many difficulties. The methodological procedures of this work began with the theoretical study on the development of reading and text production activities and the use of digital technologies, specifically games, in teaching reading and producing the themes that permeate the teaching proposals, namely: mother tongue teaching, the notion of text and discursive genres, reading, writing, orality and linguistic reflection and integrated teaching activities, in the light of Bakhtin's theories. Based on the phases, the intervention proposal consisted of applying activities interrelated to the use of digital games. During this phase, recording was made through videos, photos, and data collection that helped the research work. Data analysis was the material to interpret and understand how the methodologies used in classrooms, with the use of digital technologies, can define teaching capacity, proposing actions and interventions that favor reading and interpretation. It should be noted that as this is a research involving both teachers and students, at some points the data collection correlation may have changed, without affecting the final work at any time. Therefore, it is a fundamental prerogative that Portuguese teachers know and master technological resources and know the theory that covers their area of expertise.

This research aims to investigate the silencing of black knowledge in a public school in the state of Amapá, in northern Brazil. It is linked to the context of the Professional Master's Degree in Literature - PROFLETRAS/UFOPA and aims to problematize the teaching of African literature in the Portuguese language in the final years of Elementary School, more precisely in 9th grade classes. The research dialogues with law 10,639/2003, Law 1,196/2008 and the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the teaching of Afro-Brazilian and African History and Culture (2004) and with authors of Afro literature -Brazilian and African. The main objective of the research was to investigate whether/and how the teaching of Portuguese-language African literature is developed in the 9th year of Elementary School at school, as well as presenting a pedagogical proposal for the inclusion of African literary texts. In order to achieve this objective, a set of methodological procedures were developed, which were as follows: a bibliographic and documentary approach, a diagnosis involving school management, pedagogical coordination, mother tongue teachers in the final years of Elementary School and students of a 9th grade class also from the school where the research was carried out. After collecting and analyzing data from the diagnostic research, the silence in the teaching of African literature in the Portuguese language at school and the scarcity of Afro-Brazilian literary texts was confirmed. The intervention was then developed based on a set of Mozambican short stories in a 9th grade class. This process was positively received by the participants. It was possible to detect that teachers and managers have little knowledge about the laws that require the teaching of Afro-Brazilian and African literature in schools (laws 10639 and law 1196/2008), as well as a deficiency in the training of teachers in relation to Education for Ethnic-Racial Relations. In relation to students, there was a marked silence in relation to contact with works by African, Afro-Brazilian and quilombola writers, indicating epistemicide. Therefore, the insertion of a pedagogical proposal as a possibility of breaking this silence, through the stories of Mozambique worked at school, constitutes an effective means of implementing Law 10.639/03, Law 1.196/03 of the state of Amapá and Education itself Anti-racist.

This dissertation, entitled The Formation of Literary Readers in EJA: A Proposal for Reading Short Stories by Milton Hatoum, is linked to the Professional Master's Program in Literature – PROFLETRAS –, offered nationwide to Portuguese Language teachers in Elementary Education, who seek continued training to improve their teaching practice and the quality of education in the country. The chosen theme focuses on the study of literary reading in native language classes, as it is understood that this is a great ally in the development of citizens capable of understanding and interacting in the world in which they live. Thus, the participatory research aims to contribute to the formation of literary readers in Youth and Adult Education – EJA –, based on the work Cidade Ilhada, a collection of short stories by Milton Hatoum. To develop the research, it was necessary to divide it into two moments: the first, the bibliographic research, highlighted the main authors who deal with EJA, literary literature and Amazonian expression, such as Loureiro (2000), Castilho (2011), Britto (2015), Fernandes (2004), Koch (2015), Silva (1997), Solé (1998), Zilberman (2009), Freire (1987; 1996) and Souza (2008; 2009), in addition to electronic searches on websites, such as the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Profletras Nacional repository. The second stage involves field research carried out in two 4th stage EJA classes that operate at the E. E. F. M. Ezeriel Mônico de Matos School, located in the city of Santarém, state of Pará. In order to profile these students regarding their practice of reading literary texts, a questionnaire with open and closed questions was applied. As a result of this survey, it was found that of the 34 students enrolled in the classes, more than 50% were unfamiliar with the writers from the region. Based on these data, an intervention based on the workshops Tales to wake up and enchant (Rodrigues, 2020) was proposed. After developing the proposal in the selected classes, we found that the use of texts that reflect the cultural environment of the students can contribute significantly to the development of interest in reading and to the formation of more engaged and critical readers, reinforcing the importance of pedagogical practices that value regional literature.

The research project exposed focuses in the study of the theatricalization of textbooks texts as a resource for teaching-and-learning of students from the 6th to the 9th grade of Brazilian Elementary School, based on Spolin's theater games (2014) and Boal's theatrical techniques (1991). From the public presentations of Greek tragedies to the philosophical dialogues of the Old Age, the dramatization of poetry was directed on both moralization, aestheticization, health and the production of knowledge of the Human Being. Interpreting in a rhymed and musical way provided viewers with the catharsis process described by Aristotle (1990). In the Scholastics of the Middle Ages, the textbook was created in order to form the clergy, under the limitation of Trivium and Quadrivium. Only in Modernity, mainly, with Rousseau (1979) and Schiller (1995), esthetic education reaches a degree of importance previously found only in pagan culture. In a way, Spolin demonstrates how much the game, with all the mobilizing and materializing strength of human energies, can have an extraordinary pedagogical function, translating this potential of playfulness into a powerful learning tool, while Boal resumes the theatrical tradition that is brought as an activity into the school space. The theatrologist examines at the art of theater, challenging and dialogue with participants in the different movements and practices adopted. With these inferences, the theatricalization of textbooks texts as a methodological resource is intensified, becoming favorable to the intended educational intervention.

This work aims to show how linguistic variation manifests itself in written texts with a high degree of monitoring, in order to provide a reflection on this theme that is still treated in a superficial and distorted way in Portuguese language classes. Aims to show that variation is inherent to the language, this work shows a grammatical phenomenon that manifests itself in different ways in the speech and writing of educated people. These are the forms of direct object resumption of the 3rd person in order to show which forms of resumption are most used in written texts in the school environment and to find out if students know and use the standard variant in texts with a high degree of stylistic monitoring. The research aimed, in addition to contributing to the student's linguistic knowledge, the enhancement of linguistic variation in Portuguese language classes and the fight against linguistic prejudice. The object of investigation is the journalistic news text genre, as it is a text that is fully monitored in its production and is used as a formal language reference or language standard. The methodology will be a diagnostic analysis of the production of two textual genres made by students in the classroom and from there, a didactic proposal was created for the Portuguese language classes, having as reference the result of the diagnosis made in the classroom .

This work, still in progress, aims to contribute to linguistic studies, aiming to complement teaching practice, starting from the investigation of activities that enable the expansion of students' linguistic-discursive capacity based on the proposal of Integrated Didactic Activities (ADI's) created by Moura (2017) through the axes of orality, reading, writing and linguistic reflection. The general objective is to discuss themes through the genre of reporting in an interactionist and dialogical perspective of the language and in the teaching of discursive genres in the journalistic-media field, identifying methodological strategies through the means of ADI's, proposing activities that help in the reflection and mastery of the language, regarding to its use. ADI’s strategies refer to the process of developing the skills of the Portuguese language discipline, through an educational practice carried out in cycles. To achieve the research objectives, I developed an intervention proposal with language activities in use, considering the dialogism supported by the research and the assumptions of Bakhtin (1997, 2006, 2010). This proposal may be applied in classes of the 9th year of Elementary School, with the objectives of: (i) proposing activities that contribute to linguistic reflection through discourse genres; (ii) promoting reflection in the reading and writing process as a phenomenon inherent in the entire linguistic system; (iii) provide students with knowledge of the language in use and collaborate in the formation of responsive subjects; (iv) to contribute to the educational process actively and efficiently in dialogical relationships; (v) demonstrate the dynamic character of the language in its orality and its social function. To reference this work, we used as a basis authors such as Volóchinov (2017), Marcuschi (2008, 2010), kleiman (2007, 2008, 2016), Moura (2017, 2018), Antunes (2003) who study language teaching through discursive genres, taking into account her interactive role in social practices. The methodology is classified as qualitative participant, as it allows both the role of researcher professor and researched professor. For the analysis and description of activities and data collection in the application of this intervention project in the 9th grade of Elementary School, field diaries, recordings and records in the students' notebook will be used. In this way, the aim is to collaborate in the construction of knowledge and develop the skills involved, to contribute to the educational process in an active and efficient way in dialogical relationships, seeking to achieve a satisfactory quality standard and adding to the teaching already offered by the public network.

The teaching of Portuguese and the use of textbooks stand out as an object of study in numerous researches in the field of linguistics, in order to investigate the work with this element in the language class, especially in questions related to the study of the class of verb words and from then on, to present suggestions that will bring linguistics closer to everyday practice in the classroom, this research aims to analyze exercises on verbs in textbooks, seeking to observe the proposed directions for the understanding of grammar. Therefore, we chose the functionalist theory of the North American current as the theoretical basis to establish our reflections and possible suggestions, emphasizing the propositions of Neves (2018), Furtado da Cunha (2015), Castilho (2010) etc, as well as authors who direct their studies for the practice of teaching Portuguese, for the so-called grammar, among them, we can mention: Neves (2002, 2006, 2012 and 2018). The material used for the research was the textbook (DL) for the 6th year of Elementary School from the Portuguese linguagens collection. The analysis began with the selection of questions that work on the concept, mode and tense of verbs, presented in the chapter of the book dedicated to the study of this class of words. Once the selection was made, we forwarded the study analyzing the proposed work to the grammatical element, verifying the concept of language and grammar involved in each question command, reflecting whether in fact the exercises in the book contribute to the development of linguistic and critical competence of the students. Furthermore, we tried to re-elaborate the issue considering the orientations of the functionalist theory, combining what is in the DL with the functionalist theory. Among the results, we verified that the activities of the textbook favor the postulates of normative, decontextualized grammar, which reaffirms the idea of a homogeneous and unaltered language. Given this finding, we present specific suggestions for the study of the verb, adding other questions or just pointing out another approach that the teacher can take, in the DL exercises themselves, always with the aim of stimulating the students' linguistic reflection, in the light of functionalism, in each question addressed. 

This work aims to present a didactic action proposal to work on the teaching of textual genre that can take new directions and contribute significantly and effectively to the process of teaching and learning the language in the teaching of EJA / Fundamental. These are Integrated Teaching Activities (reading, writing, speaking, linguistic reflection), a proposal thought by Moura (2017), which has been researched and applied, presenting satisfactory and very effective results in terms of the optimization of pedagogical practice and the improvement of learner's discursive ability. To theoretically base this work, studies by some authors were used that understand language as a constant process of interaction mediated by dialogue, among them: Bakhtin (1981, 1992, 2003, 2010 a, 2011 [1993], 2014, 2015) , Bazerman (2011), Kleiman (2002, 2003, 2007), Koch (2006), Koch and Elias (2013), Marcuschi (2008), and Moura (2016, 2017, 2018, 2019). Working on the teaching of genres through a methodology such as Integrated Teaching Activities that prioritizes interaction and dialogue promotes the development of the subject not only intellectual, but will certainly cause the adoption of the responsive posture, enabling him to understand the language and achieve agree, disagree and infer with autonomy and independence in various social situations. The activities to be developed involve genres such as diary, reportage, autobiography, lyrics, news in addition to the main genre that the report of lived experience. This is what is intended when suggesting a teaching proposal for EJA / Fundamental developed from a dialogical perspective of language and that is considered the critical formation of students, that they are able to understand the language, reflect on it and know use it autonomously and naturally.

This work was born from the reflections fostered in the classes of the Professional Master's Degree Program in Letters – PROFLETRAS, and from everyday experiences with the teaching of the mother tongue. Its objective is to propose a pedagogical practice to students of the 7th year of elementary school, based on activities that integrate orality, reading, writing and linguistic reflection, based on the study of discursive genres, in favor of the development of the ability to read, production and, consequently, the expansion of the possibilities of participation of individuals, in the different social fields in which they operate. The discursive genre is a complex semiotic instrument, which enables, simultaneously, the production and understanding of texts (oral and written), which enable human communication. Whether through communicative contexts or characteristics, texts differ from each other and are divided into genres. The study of these genres, in the classroom, allows the development of different language skills. This pedagogical proposal was thought, due to the fact that the current teaching model still prioritizes, in Portuguese classes, the contents of the normative grammar, using the text only as an anchor for the study of formal contents, denying the protagonism of social contexts and situations of communication present in the discursive genres. The theoretical basis of this work is highlighted by Bakhtin, Kleiman, Rojo, Antunes, Marcuschi and Moura, who, following Bakhtin's line of research, developed the study of ADIs (Integrated Didactic Activities of Orality, Reading, Writing and Linguistic Reflection). The research that we propose also considered a new element, in the current scenario of Brazilian education, the pandemic of COVID-19, which constitutes a challenge for teaching-learning by demanding behaviors and educational tools that are different from those commonly adopted by schools. The applicability of the project proved to be fruitful for the teaching-learning of the mother tongue, through discursive genres, as it contributed to the construction of knowledge based on the relationship between orality, reading, writing and linguistic reflection in real communicative situations. uses of language.

This text presented to the qualification seeks to answer the following question: how orality is understood in the Common National Curriculum Base - BNCC and what are the implications of this conception for the organization of the current teaching of Portuguese in elementary school? The methodology adopted is documentary analysis - Common National Curricular Base (2017). The work contains three chapters under construction. The first refers to the teaching of Portuguese language, with emphasis on oral work in school. I draw on research from Castilho, Marcuschi, Geraldi, Britto, Antunes, Ramos; The second concerns what the BNCC proposes in relation to oral work at school. In this chapter, I approach the document's structural organization mode, highlighting the Portuguese language curriculum component, orality axis, in the elementary school stage. In the third chapter, I tell my teaching practice in dialogue with what the BNCC proposes for the teaching of orality, focusing on the 9th year of elementary school, because it is the series in which I develop my teaching action.

This study aimed to evaluate as a proposal for the production of documents, based on the Portuguese Language Olympiad, developed through an intervention with students from a public school in Alenquer - Pará, and to perform as a tool for intellectual training from the Portuguese language classes in the perspective of Multiliteracy. It was taken for theoretical basis Freire (2015) in his Pedagogy of Autonomy; a dialogical perspective of language - Bakhtin (2011, 2013, 2016); Moura (2016,2017) - which follows a Bakhtinian line of studies of integrated didactic activities (ADIs) - as well as used as contributions by authors such as: Marcuschi (2011, 2008) on discursive textual genres; de Rojo (2011, 2012, 2019), Dionísio (2011) and Kleiman (1995) on Literacy and Multi-tools. A survey is a participant of the qualitative nature, in which the teacher / researcher collects and analyzes the data obtained through the observation of her classes, making daily use of written records, voice and video recordings, in addition to the application of the questionnaire for student evaluation. The results point to a school still under construction of a teaching philosophy that aims to integrate knowledge. It also shows the importance of approaching new communication technologies in this integration so that intellectual training can also provide a more integral way. However, research still shows a difficulty in using these new technologies, either in technical terms, either due to lack of access or even due to a conservative view that these are just distractions in this environment.

The present dissertation entitled Reading of stories from the Literature of Amazonian Expression: fruition and (re) knowledge of cultural practices was born out of the teacher-researcher 's anxiety when realizing the absence of reading activities with texts from Amazonian literature in the fundamental major (6th to 9th grade) and how these texts would be worked on so that students read more, perceived reading as a means of acquiring knowledge and valued cultural practices. As Cândido states, literature is a factor of humanization and human right, therefore, it must be available to everyone. With these activities, the student, in addition to having contact with inaccessible texts, has the opportunity to experience experiences and learnings that only the literary text provides. As an intervention activity in the classroom, a reading project called Tales to Wake Up and Enchant was developed, consisting of eight workshops, focused on reading stories of Amazonian Expression literature, applied to a 9th grade class in the city of Monte Alegre . The intervention proposal was transformed into an activity booklet that will support other teachers who feel the need to work with this type of reading and will be another contribution to the access to texts by these authors that are not found in books. Thus, this participative qualitative research aims to stimulate reading in elementary school students, using literary texts from three paraense writers, José Veríssimo, Inglês de Sousa and Benedicto Monteiro, who highlight the elements of Amazonian culture, promoting, thus, greater identity of the students with the texts read. The research was based on the studies of authors dealing with literary reading, mainly Bértolo (2014), Britto (2012/2015), Cândido (2011), Colomer (2007), Kleiman (1989/1995), Lajolo (1997/2001) and Solé (1999) and in some research already carried out within the scope of Profletras-Ufopa / UFPA on the subject. Experience has shown that Portuguese language classes should be the time and place where reading literary texts, including that of Amazonian Expression, should take precedence and serve as a starting point for other activities such as orality, linguistic analysis and textual production and that the teacher should mediate these activities at all stages.

This participative and qualitative research is linked to the study, research and intervention Group in reading, writing and literature at school - Lelit, from the Federal University of Western Pará - Ufopa. It aims to propose a reflective teaching of the Portuguese language in order to develop knowledge and intellectual skills of reading and writing of students with the chronic genre. In this regard, considering the importance of the Portuguese Language Olympiad - OLP, as it is a nationwide program, a reference in the work with gender teaching and, in this case, having the chronicle as an articulating element of language teaching, we organized an intervention plan with the Didactic Sequences - SDs proposed by the OLP, from the program Writing the future, in the teacher's notebook: The occasion makes the writer. The intervention was developed in a class of 8th grade of elementary school, from a public school in Belterra-PA, from april to august 2019. The research consists of an account of the entire path taken in the interventional work, emphasizing the workshop of presentation of the program, of works with reading and writing until the choice of text to represent the school at the event, aiming to understand, among other things, what is learned, when and in what school condition one learns to produce texts such as the chronicle. The results showed that the work with the chronicle in the 8th of elementary school, through the workshops proposed by the OLP, was well accepted by the students, motivating them to read and produce texts. Experience has shown that Portuguese language classes should be the time and place where reading and textual production should take precedence and serve as a starting point for other activities and that the teacher should mediate these activities at all stages. Therefore, in this study teaching was thought from an interactive perspective, with the student being the protagonist of history and of himself and, for this, linked to the structure of a major project that is the Portuguese Language Olympics - OLP.

The literary artistic text is one of the most expressive instruments of collaboration in the formation of readers, because it carries a high quality and makes special use of the language, it has the great capacity of gives meaning to the world. It is necessary that the precious mission to train readers, genuinely attributed to school, should be carried out also through these texts, since they are constituted of knowledge about the world and man, capable of promoting intense experiences to the reader. Considering the relevance of the reading of literary artistic texts, in the school context, we tried to elaborate, apply and evaluate a reading practice of short stories about Brazilian Literature of Amazonian Expression. The objective of the methodological steps carried out here is to verify how Brazilian Literature of Amazonian Expression can contribute to the reader’s formation. Our target audience is the 8th grade elementary school students of the Nossa Senhora do Perpétuo Socorro Municipal School, observed here as beginning literary readers, capable of engaging in literary literacy practices within a critical and emancipatory perspective. The choice of this literary expression is due to its relevance to the characterization of this space, since the narratives approach and reflect in some way the social reality of the target audience of this intervention. This study made it possible to consolidate the knowledge of the process of constitution of the Brazilian Literature of Amazonian Expression, as well as its components, influencers and pioneers that allowed the sedimentation of a unique literature, capable of meaning the life of the students of this space. This reflection was based on the ideas TUPIASSU (2016), LOUREIRO (1995), SOUSA (2010), FARES (2014), JUNIOR (1969) BENCHIMOL (2014). The teaching proposal is based on the pedagogical knowledge proposed by SOUSA and GIRROTO (2014), COSSON (2012) and SOLÉ (1998). The reflections presented here throw a reflexive look at how the literary artistic reading in the school and how it can be done in a contextualized way close to the social reality of the student.

School environment has got a space that is supposed to be of privilege to the formation of readers. Unfortunately, it is not what can be seen every day in Brazilian education institutes. Either there is space, but there are not books; or there is both space and books, but there is not pedagogical proposals that bring students closer to the books, raising their interest for reading. In the view of this problem, this research assumes that a well-structured library, with up-to-date collections and didactical proposals well defined for motivating reading, can collaborate significantly to the formation of readers at schools. Thus, this research has the aim of revitalizing the public library of the elementary school A Mão Cooperadora, located in the town of Itaituba-Pará, in order to check whether there has been an increase in the formation of reader and what resulting benefits of that contact through the library were. This study is of interpretive and intervention nature, and is made up of three fundamental phases: exploratory, filed research and analysis of material and is supported mainly by the studies of Britto (2012; 2015); Candido (2011); Silva (1984; 1993); Santos (2016); Bértolo (2014); Milanesi (2013) and Todorov (2014). The production and analysis of data used the procedures of qualitative research, by using the following tools: journal, images log, questionnaires and interviews. The research is linked to Programa de Mestrado Profissional em Letras – Profletras, of Universidade Federal do Oeste do Pará – Ufopa, and has had The Library William Gabriel with an archive of three thousand books about world literature. Research results have revealed significant expansion in the library attendance by junior and senior elementary students in the library, developing reading and text comprehension skills, as well as an improvement in the interaction and humanization of students.

Faced with the reality of teaching Portuguese language learning, often reduced to the contents of normative grammar, focused on a textual approach tied to the study of typologies and the practice with discursive genres, prioritizing mainly the form and thus disregarding the real ones. social goals of communication. This research aims to investigate how a pedagogical practice developed in Portuguese language classes, through activities that integrate orality, reading, writing and linguistic reflection, considering the existing dynamics between discursive genres, contributes to increase the students' linguistic-discursive capacity. In order to reach the proposed objective, an intervention proposal was developed with an 8th grade class, in the classes of the Portuguese Language Discipline of the Rio Tapajós State School of Elementary and High School, in the city of Santarém-Pará. ADIs (Integrated Teaching Activities of Orality, Reading, Writing and Linguistic Reflection) postulated by Moura (2017), aims at teaching integrated learning of these linguistic practices through activities planned by teachers, which enable students to exercise their role and agency in an intense contact with different discursive genres, inserted in everyday social practices and in more formal communication situations. In this context, action research was used, discussed by Thiollent (1986), which considers the conscious intervention of researchers and the effective contribution of participants. The construction of this research seeks to be based on Bakhtin's dialogism and responsiveness principle, Vigotsky's interactionism and Marcuschi, Moura, Freire, Kleiman, Koch and Elias studies, Colomer & Camps, Rojo, Antunes, Soares and Bazerman. language. The data analysis points out the intertwining between the oral, reading, writing and linguistic reflection practices proposed by the ADIs, therefore, contributes significantly to the expansion of the knowledge already acquired by the students and adds new knowledge necessary for them to be able to learn. communicate effectively in different social contexts, and streamline the school environment with the use of language in real communication situations.

This research aims to show the methodological proposal of Integrated Teaching Activities (ADIs) which is an integration between reading, writing, speaking and linguistic reflection practices, based on Bakhtin’s Theory and Literacy, can contribute to the effective and important way to teaching of discursive genres in an integrated way for students of Youth and Adult Education (EJA), developing their linguistic-discursive-responsive capacity. The research starts from two guiding questions: 1 - How to teach discursive genres in an integrated way for adolescent EJA students from a traditional context of Portuguese language teaching? 2 - Can the ADIs through dialogue between discursive genres be a form of Portuguese language teaching to enhance the teaching of orality, reading, writing and linguistic reflection in EJA? Ahead of these questions that so much disturb me while teacher- researcher  I propose an intervention project to the students of the 4th stage of EJA, Elementary School, in which I develop the reading, writing, speaking activities and linguistic reflection through ADIs in order to achieve the objective proposed in this research. The chosen modality is justified because it needs different methodologies from traditional Portuguese language teaching and that have political commitment with students' learning during all life, because the Portuguese language teaching comes failing in her methodological proposals to reading, writing, orality and linguistic reflection in basic education, especially in EJA. The theoretical bases that respect this work are Volóchinov (2017), Bakhtin (2011) and Street (2014). Following this same theoretical perspective, I make a study on the Moura’s theoretical-methodological postulations (2016, 2017, 2018, 2019), who is the creator of the ADIs, Kleiman (2002, 2008, 2016), Marcuschi (2008) and Rojo (2002). The corpus analyzed in a qualitative and subjective manner consists of oral and written texts by students of the 4th stage, class "A", as well as by the researched teacher of the Padre José de Anchieta Elementary School, in the municipality of Itaituba, west of the Pará State. The methodology of this research is paused in the Thiollent’s studies (1986) and his action research, through the development of a teaching proposal of the ADIs that integrate several discursive genres: conversation wheel, videos, scientific article, seminar, debate, written comment, poster, electricity bill, interview, oral and written report, Municipal Law No. 3,136 / 2017 (which deals with the Contribution of Public Lighting - CIP of Itaituba-Pará), argumentative letter of complaint and undersigned. The results point that ADIs can contribute effectively and meaningfully to the teaching of discursive genres in an integrated manner developing the EJA students’ linguistic-discursive-responsive capacity, even though this development be minimum. The argumentative complaint letter showed that the work with the reading, orality, writing and, especially, the reflection linguistics integration improves significantly students' linguistic-discursive performance. Moreover, ADIs are a form of Portuguese language teaching that can enhance the teaching of orality, reading, writing and linguistic reflection, without falling into the traditionalist teaching of normative grammar

This work has as its theme: Reading and school library: a proposal to take reading in "distant places". It is linked to the Professional Master's Program in Literature - Profile, the Study Group Reading and Intervention in Children and Youth Literature in school - Lelit, Federal University of West of Pará - Ufopa - and follows the research line Children's Literature, litera-ture and education, reader training. The purpose of this study is to investigate the conditions and possibilities of establishing a place to read at the RosáliaSimões Barbosa Municipal School of Elementary Education in Monte Alegre-PA. The adopted meth-odology consists of intervention research with the organization of a library in the school and the development of reading activities. The study began in the first semester of 2017 and lasted until 2018, but I intend to continue to observe whether the school will give continuity to the actions of reading. The theoretical basis is: Britto (2012, 2015), Candido (2011), Silva (1984, 1993), Santos (2016), Bértolo (2014) and Saviani and Duarte (2010). The results indicate that there was an enthusiasm of the school to use the organized school library and to carry out ac-tivities of reading with the students. However, it did not reach a more solid proposal of the entire faculty. Some actions were continuous, but not collective.

This dissertation, which discusses the language in use, on the phenomenon of linguistic variation, is part of a study carried out with 9th grade students, from the Marechal Rondon school, included in the municipal teaching network of the Municipality of Itaituba-PA. As support of the research was applied an interventional project, prepared by the researcher Marinho (2017). The main objective of our research is to verify to what extent the application of an interventional proposal that considers the student as agent of his knowledge and the variation as a natural phenomenon in the languages without normatizing bias, contributes to the more productive teaching of language. Our research is organized in two stages, theoretical and practical. In the theoretical stage the students, beginning researchers, participated in four thematic meetings, namely: Where does the language we speak ?, Being Brazilian is speaking Portuguese ?, The linguistic variation, The language paraense. At the practical stage, the students of the students went to the field, under my mediation, made visits to the fair, a space destined for activities of the elderly, the Association of Garimpeiros, the Museum and the Municipal Council of the Councilors of Itaituba. The research students conducted interviews with the informants, who were recorded for the transcripts. The results of the field research were discussed with the students along the wheels of conversations and recorded in the logbooks of each student, as well as in our activity booklet (didactic product). The observations, both of the students and my students, supported the analyzes present in this dissertation. At the final moment of our intervention we noticed changes in the "linguistic behavior" of the students, a consequence of what they experienced during the research stages. The logs in the logbooks diagnosed not only recognition of the phenomenon of variation as a constituent of language, but also respect for linguistic forms stigmatized by the privileged class. This new look of student researchers is a relevant step that ratifies the need for change in order to have a more productive teaching of language.

ABSTRACT: This work is linked to the Research Group and Intervention in Reading, Writing and Literature at the school - LELIT and the Professional Master Program in Literature - PROFLE-TRAS. It aims to analyze, from the Didactic Sequences produced by Portuguese Language teachers within the scope of the PLO, that conceptions of language teaching have served as the basis for teaching Portuguese in school; what is meant by didactic sequence and what are the implications for their teaching / learning. To that end, we created a corpus of 12 didactic sequence proposals produced by teachers of basic education, made available on the web in external environments and internal to the Writing the Future Portal, proposals that aim at the teaching of genres circumscribed to the PLO, considering that it has served as significant reference for Portuguese language classes in Brazilian public schools. We see in these proposals, the intention of discussing a new vision for the teaching practices of LP, with this, we bring to make up this scenario of new possibilities, the proposals of teaching from the text and those that have the gender as object of teaching. We also study the concepts defended by the Language Teaching team of the Geneva School in the proposition of the Didactic Sequences, which has in Joaquim Dolz and Bernard Schneuwly their main representatives, as well as works that result from the adaptation of the SD model in the Brazilian educational reality. The results reveal divergences between the original SD model and the proposals produced by many teachers.