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.

The dissertation aims to explore and discuss prejudice in various forms, focusing on linguistic prejudice within the school context, especially among students and teachers. It sought to understand how these forms of discrimination manifest and interact in educational settings and strategies to combat them. An exploratory-descriptive and participative methodology was used, along with a literature review on the subject. The research was conducted in a municipal school in Altamira/PA, operating under a military regime in the 2023 academic year. Interventions involved applying two questionnaires to students, one before and another after the interventions and Discussion Circles, to assess the evolution of understanding regarding the manifestation of prejudice in gestures and speech. The Discussion Circles, where thematic readings were discussed and emotional and concerning accounts regarding expression were shared, stood out as a unique moment in the research. The results indicated the presence of linguistic prejudice in school, as noted by students and teachers. The Discussion Circles enhanced understanding of linguistic prejudice, while student essays showed critical reflection and increased sensitivity to inclusion, reflecting the interventions' impact. This work emphasizes the importance of diversity of voices in education and suggests further doctoral research.

This work reflects on the presence of Afro-Brazilian literature to strengthen anti-racist practices inside and outside the classroom and, more specifically, presents a proposal for an educational product aimed at teachers from three public schools in Amapa. , with the aim of promoting the insertion of literary reading of short stories by black authors, in Portuguese language classes in the 9th grade of Basic Education. The general objective is to investigate the potential of dialogue between Afro-Brazilian literature and education for ethnic-racial relations, in the light of qualitative research, based on official documents, interviews, courses, lives and, especially, in the production of AMÂNCIO (2014), CANDIDO (1995), DALCASTAGNÈ (2011), DUARTE (2008; 2014), DEBUS (2017) GIROTO E SOUZA E (2010), COSSON (2018; 2020; 2021), SOLÉ (1998) among others. The research problem sought with this study, namely: How can Afro-Brazilian authorship stories contribute to the deconstruction of racist practices and concepts inside and outside the classroom? Why are literary literacy practices important for the continuous reading training of teachers and, consequently, students? The methodology adopted for the proposal of an educational product consisted of an Afro-literary literacy workshop based on the suggestion of basic sequences and the formation of literature circles, based on the short stories: “Father against Mother”, by Machado de Assis; “O Filho de Luísa”, by Joel Rufino dos Santos”; “Alicerce”, by Geni Guimarães; “The flying carpet”, by Cristiane Sobral; “The Wonder Woman”, by Bianca Santana; and in the literary production of the people from Amapá, Esmeraldina dos Santos, with “O dreamed of a girl”; “Of love and faith”, by Angela Nunes; and “The chosen one”, by Manoel Bispo. Among the results intended for continuing education for teachers, we proposed the “Afro-literary Literacy Workshop in practice” (Educational Product), hosted on the virtual platform of Google Sala de Aula, based on the possibility of building references to combat discrimination and respecting differences, based on the Afro-literary literacy of teachers and, consequently, of students. Thus, enhancing the implementation of Federal Law nº 10.639/2003 and State Law nº 1.196/2008, with effective actions of racial ambience in schools.

The Brazilian Literature of Amazonian Expression brings with it all the culture of the Amazonian people. Thus, this work aimed to use this Literature as a means of enabling the formation of proficient readers in Elementary School Final Years. Therefore, we used the interventional project in which we carried out reading strategies which we contributed to in Solé (1998), Kleiman (1993) and Cosson (2006). We understand that the Brazilian Literature of Amazonian Expression can subsidize the formation of beginner readers since a literary education takes into account the cultural experiences of the students. The research was carried out within the scope of the city of Uarini - Amazonas, at the State School Edson Melo. We used a qualitative and participant research while the short story was used to exemplify the Brazilian Literature of Amazonian Expression in the intervention project. The interventional project was applied in an 8th grade class of Final Years Elementary School to verify the receptivity of the students in relation to the Brazilian Literature of Amazonian Expression and questionnaires were applied to the Portuguese Language teachers and students. As a theoretical basis of this research for reflections on literary theory, we rely on Britto (2005), Koch (2006), Colomer (2003), Cândido (1987), Souza (1977), among other authors; as for the national guiding fundamentals, of the Basic Education Chamber/MEC, we used the PCNs (1998) and the BNCC/EF (2018).

This work aims to suggest a teaching strategy for the oral modality, with the use of oral narratives, to promote Portuguese language teaching that favors the development of linguistic-discursive skills of students in the 7th year of elementary school II, in a school from the state education network, in the municipality of Parintins – Am. This proposal emerged from the need to seek alternatives with language teaching practices that promote the appreciation of orality in the school context, starting from the appreciation of popular knowledge for the development of students' communicative skills. Based on a study based on theoretical concepts about orality and oral traditions in the teaching-learning process, analyzes were carried out on a diagnostic questionnaire applied to the teachers participating in the research, which sought to investigate orality teaching strategies in language classes. Portuguese, whose result contributed to the development of the intervention proposal. The methodology adopted in this work consists of the presentation of a didactic sequence, as a suggestion to work the oral modality in 7th grade elementary school classes. The main scholars used to reference this study are: Marcuschi (2003 – 2010); Carvalho and Ferrarezi Jr. (2018), Castilho (2000), Leal, Brandão and Lima (2012), among others.

The project presented here is characterized as a qualitative bibliographic research, in which the postulates of action research defended by Thiollent (1986) will be used. The main objective is to work with 4th graders. stage of Youth and Adult Education (EJA) of the elementary school of the Municipal School Dom Anselmo Pietrulla of the municipal network of Santarém reading strategies in the socio-interactional cognitive perspective, mediated by the smartphone from short narrative genre texts such as short stories, parables and fables, together with other genres such as lyrics and videos. Theoretical support, with respect to communication information technologies, will come from the assumptions made by Castells (2002) and Almeida (2000, 2003). As for those referring to reading strategies, the contribution will come from the ideas of Solé (1998), Kleiman (2011) and Colomer & Camps (2008).

The approach to connectives and the relationship of meanings in the text intends to develop a study related to the great difficulty that students in the final years of elementary school have in recognizing problems of textual coherence and paragraph organization in their textual productions. It is based on linguistic functionalism studies that consider the analysis of the language in use in social interaction processes as a starting point for language teaching. We established as a general objective to investigate how activities with the current use of the connective “but” can enable the student to recognize problems of cohesion and coherence in the text itself. The theoretical basis of this work is referenced in Franchi (2006), Cunha and Cintra (2017), Bechara (2015), Lima (2020) Neves (2017-2018), Castilho (2019), Perini (2020) Marcuschi (2012- 2018) Koch (2018) Vieira (2019) among others. Some of these authors conceive grammar in a traditional way, others in a descriptivist way, or approaching the conception of text in the process of communicative interaction. The methodology used was developed from the diagnostic analysis of the data that were collected through a textual production of a dissertation-argumentative text, in which it was verified how students use the coordinating textual connectives and specifically analyzed which meanings the coordinator “but” presents in the texts of the teachers. It is considered in this study that the diagnostic analysis is a fundamental part of the work with the teaching of grammar, as it is from the uses that the teacher will be able to verify how he will approach the content for the student. The results revealed that the meanings proposed by research on this connective were confirmed, based on this information, a didactic sequence was developed based on the proposal for the teaching of grammar in three axes, aiming at a reframing of language teaching in order to expand knowledge student's language skills and, in this way, contribute with Portuguese language teachers to the development of the reflective study of grammar.

This research, entitled “Portuguese Language Textbook and Law 10.639/2003: (ex) inclusion of the black theme in the material of the 6th year of Elementary School” – aims to investigate the implementation of Law 10.639/2003 in two textbooks of Portuguese Language for the 6th year of Elementary School distributed by the National Textbook Program (PNLD): To live together – Portuguese, by Ana Elisa de Arruda Penteado (2015) and Tecendo Linguagens, by Tania Amaral Oliveira and Lucy Aparecida Melo Araújo (2018 ). Based on authors who discuss racial issues in Brazilian education, such as Gomes (2005), Silva (2005; 2011), Munanga (2005), Amador de Deus (2008), Ribeiro (2013), among others, as well as in the anti-racist educational legislation, this is a bibliographical research that is centered on verifying whether, seventeen years after the institution of the law, the textbook has included or silenced the black theme in school. As this material is widely circulated both inside and outside the school space, books play a leading role in the formation of the individual and can serve as political instruments for the dissemination and/or deconstruction of stereotypes and racist discourses. In this sense, to assess the presence or absence of blacks in the materials, our analysis is directed towards two main aspects that structure the Portuguese language textbook: the texts, proposed activities and the authors. In addition to the work of analyzing the chosen material, it is also intended to present as a proposal for pedagogical intervention, from the books analyzed, a set of didactic strategies that favor Portuguese language teaching with a focus on promoting racial equality in the classroom and advance in the process of critical inclusion of the black theme in school.

This work is justified by its contribution to literary education, in Elementary School. It aims to investigate how the stories of Brazilian Literature of Amazonian Expression can contribute to the formation of readers based on the valorization of their cultural identity. It also aims to fill in the gaps that textbooks present regarding the absence of fictional texts produced in the Amazon region. The research finally shows that the LBEA tales transcend the singularity (the picturesque, the local) in the same way as the national canon. This literary expression aesthetically represents universal themes, full of regional motif, under a metalinguistic practice (particularity) in order to achieve universality (LUKÁCS, 1968). The theoretical bases that support this work are based on assumptions by Cândido (2004-2009); Queirós (2009); Roxel (2013); Solé (1998); Cosson (2014); Silva (2009), (2011); Lajolo (1999). These authors see literature as a space for humanistic reflection. The corpus under analysis presents oral and written texts from two classes from the 8th year of Elementary School, from the State School of Elementary and High School Maria Uchôa Martins. The activities developed have as their theme "Literary formation from the tales of Amazonian expression: a teaching proposal". Through the literary literacy proposal, three stories by Amazonian authors were analyzed: “Temporal do Amazonas” (Thiago de Mello); "The Revenge of Jão Taviano" (Rodrigues dos Santos) and "O Baile do Judeu" (Inglês de Sousa). These tales generated the production of oral exhibitions, debates, comics, theater and reviews, putting into practice the proposal of interactionist and reflective reading in order to expand the discursive - reflective capacity of students, in addition to making them autonomous in their choices and perceptions of your readings. Subsequently, the results of this research showed that through literary literacy it is possible to introduce a taste for literary reading, enabling students to become critical-reflective citizens of a society under construction, in addition to being experts in regional literature whose expression contributes to the collection of Universal Literature.

In our experience as an elementary school teacher, we noticed the almost total lack of encouragement for literary reading and, by extension, writing by students. Reading is almost always about a grammatical subject to be studied, or some text related to it. The student is then faced with compulsory reading, about which he has to answer questions or take lessons. Such a mandatory character takes away the pleasure of reading, and the student only performs it in the classroom, with the order of the teacher, thus losing the opportunity to read in his spare time and in a different place from the school environment. Without stimulus for spontaneous reading, the student also loses the ability to recognize himself in the text read and, mainly, the ability to project himself into a text of his own. On the other hand, we have the presence of oral narratives that, for a long time, populate the imagination of the inhabitants of the region bordered by rivers and Amazonian forests. Stories told at dusk, of supernatural entities, fantastic creatures that would inhabit the waters and forests, and would interfere in the experiences of men. These are stories that captivate listeners, and that are already part of the repertoire of local residents. Boto, Boiuna, Iara, Curupira are stories that have been heard. From this reality, some questions arose: Would bringing these narratives to the classroom have any influence on the student's reading and writing work, in the sense of improving this work? Would such oral narratives have a positive impact on textual production in the classroom? How would oral narratives from the Amazon contribute to the student's textual production? These and other questions guided this research, which has the general objective of making available to the student the Amazon oral narratives in the written form, leading him to create the habit of textual production. In addition to this, we also aim to achieve other objectives: to show the student the importance of valuing Amazon oral narratives, stimulating oral and written practice, dialoguing with these narratives, encouraging their creativity in the production of new narratives. It is believed that by enabling the student to recognize these narratives in his school and community practice, one can contribute to him becoming the protagonist of his own culture.

To this end, this research was developed in two phases: the first, of bibliographic character and the second, with the application of an intervention project as a methodological proposal to work on reading and the textual production of students in a class of 7th grade of teaching fundamental.

This work aims to investigate how Integrated Teaching Activities (reading, writing, speaking, linguistic reflection) can resize the practice of teaching gender in Portuguese language, in elementary school, taking in account that these didactic actions can contribute to dynamize the student’s discursive capacity, go beyond the classroom context and gain a social dimension from the perspective of literacy. The theoretical bases that support this work are based on the theoretical assumptions of Marcuschi (2005, 2008), Koch (2003, 2004, 2006, 2008), Koch and Elias (2009a, 2009b), Bakhtin (2006, 2010 to 2010b, 2016a, 2016b, 2017) and Moura (2016, 2017, 2018). For the authors, language is a constant process of interaction mediated by dialogue and not just as an autonomous system. The Integrated Teaching Activities, in the way that they implement their methodologies, contribute to the students’ autonomy in relation to production and understanding of genders and their training, as a responsive citizen. The corpus in analysis consists of oral and written texts by a group of thirty students from 6th grade from São Raimundo Nonato Elementary and Secondary School, a public/ affiliated (philanthropic) school located in Aldeia neighborhood, in Santarém- Pará, with texts used by the class teacher. The activities developed were described and analyzed, considering the genres reportage, interview, agricultural calendar, reports, comments, and ticket, putting into practice the proposal with the dialogical perspective of language in elementary level. The results of this research show that the studied genres collaborate effectively to the students study with more properly and autonomy the language and with possible social actions that will change their realities. These activities aim at the formation of responsive citizen, it means that the listener receives and understands the linguistic significance of the discourse in question and adopts, for this discourse, an active responsive attitude agreeing or disagreeing with what is set or still complementing, adapting and rewriting what was said. The responsive attitude makes the listener a citizen in constant development during the process of listening and understanding the discourse. Critical training of students is important, as active citizens in society, able to understand the language, question, create and recreate it.

This Dissertation entitled Literary reading and the teaching of Portuguese in Elementary School - 6th to 9th grade: opposite margins or crossing? arises from a pedagogical need - literary education - so he investigated where Literature is in Portuguese Language classes. For data collection, comparisons, analysis of results, intervention and discussion, a semi-structured questionnaire was applied, with closed and opened questions to eight (08) Portuguese language teachers and two hundred and five students (205). The research was carried out in (05) five schools of the State Public Network, in the municipality of Santarém-PA. As an important part of the investigation, there was the verification and enumeration of the occurrence of literary texts in Portuguese language textbooks, used by students and teachers from those schools, in order to verify whether this pedagogical instrument promotes literary education through your texts. The data obtained with the application of the questionnaire were important for the realization of the intervention proposal, as they were socialized with the teachers participating in the research, in a scheduled meeting where several questions were asked, among which the absence of methodologies, collective planning and of Portuguese Language training courses for teaching Literature in Elementary Education, in addition to discussions aimed at developing strategies, capable of giving the literary text the potential it has. The bases used were Cândido (2004), Cosson (2012), Silva (1991,2004, 2009), Zilberman (2009), Geraldi (2012), in addition to articles and dissertations that dialogue with this theme. The analysis of the results obtained reveals that, although the literary text is linked to the teaching of the Portuguese language, it has only been the pretext for the teaching of normative grammar, for solving questions of comprehension and interpretation of texts, as well as a model for writing of texts of the same genre, thus not promoting literary education. Thus, an E-book was created, entitled “Invitation to crossing”, as a suggestion to Portuguese teachers of elementary school - 6th to 9th grade - in order to make not only present, but continuous and provocative the teaching of Literature in Portuguese language classes, being able to hold the student's attention and, thus, promote literary education, becoming a less didactic and more humanizing practice.

Master's Dissertation Literature in elementary school and the Common National Curriculum Base is linked to the Language, Grammar, Variation and Teaching project of the Group of Linguistic Studies of the Federal University of Western Pará (GELOPA), to the Study, Research and Intervention Group in Reading, Writing and Literature at School (LELIT) and the Professional Master's Program in Letters (PROFLETRAS). The general objective is to verify how the teaching of literature contributes to the teaching of Portuguese language and integral formation of the student in the contemporary conception of teaching literature in elementary school in Brazilian education. It also aims to identify and analyze the way literature proposes in the National Common Curriculum Base (BNCC) and examine its implications for teaching practice in elementary school. It is a qualitative research and its methodology was the bibliographic and documentary study, specifically analyzing the literature approach aimed at children and young people, considering the teaching-learning process of literary reading. Thus, this ongoing research for a Master's degree aims to reflect on the conceptions of literature in the final years of elementary school in the third version of the BNCC that became definitive in 2017 when sanctioned by the president of the republic. The BNCC is an official document of paramount importance for Basic Education. In its analysis of its conception of teaching literature aimed at the Final Years of Elementary School and considering recent studies on the teaching of literature and the literary formation of the reader, It is up to the moment of the research that the literature is not contemplated as an aesthetic object worthy of being appreciated with greater depth of analysis, reflection and interpretation, but only as a textual genre without much relevance to the teaching of the Portuguese language.

The present work has as main title Amazon Poems in the classroom: an incentive to the valorization of the culture, reading and production of texts in the elementary school, and brings as title of the Amazon intervention proposal in verses: Reading of poems in class, as an incentive to the valorization of the literary production of Amazonian poets. The methodological proposal resulted in a pedagogical material as a suggestion to be used by elementary school teachers. However, as a test, this proposal was applied in a 6th grade class of the Municipal School of Basic Education of São Francisco, municipality of Obidos-Pá. In order to achieve the desired results, this dissertation was based on bibliographical research, qualitative and participant. In this sense, the main objective of this study was to study the poems of Amazonian authors, identifying the possible obstacles to the absence of these texts in primary education and, using this method, using methodologies for reading and writing and oral production. the exercise of these readings in the daily life of the elementary school student. In order to reach this objective, this work discusses, in four chapters, themes that will contribute to the development of reading, oral and written production of students in elementary school, as well as activities that will favor the awakening of the valorization of literary productions Amazon region. The main theorists who supported this dissertation were: Candido, Britto, Moisés.

There is, in the Amazon, the tradition of socially telling stories. Out of the everyday and the Amazonian imaginary, these narratives share experiences and educate. Given this, to recognize them was fundamental to make significant the accomplishment of this study, that aimed to analyze the efficiency of the oral narrative counting Amazonian as a methodological proposal in the promotion of the literary reading. Its pedagogical action was developed with seventh grade students of elementary school II, of municipal public school, in the city of Óbidos / PA. Based on a methodology directed to teaching, it involved the participation of students and teacher in a practice that facilitated reflection on the pedagogical action of the classroom, which enabled the teacher to be also a researcher. Thus, it was possible to open paths to literary art, in addition to other learning with orality. The result shows a proposal that is effective because it leads the student to read and improve their oral skills, in addition to getting him to write. Significant reasons to be developed in all grades / years of elementary education II. Its effectiveness counted on the pedagogical suggestions of BUSATTO (2003) and SOLÉ (1998). The authors of this paper are ZUMTHOR (2010,2014), LOUREIRO (1995; 2000), LARAIA (2001) BENJAMIN (1987), MOREIRA (1960), SIMÕES (2000; BRITTO (2015) MACHADO (2002), among others, helped us to make the theoretical course on Amazonian culture, oral tradition of narrative and reading. Therefore, a study that is prepared to be also source of inspiration for other proposals with the oral narratives of the Amazonian culture.

Abstract

Considered a fundamental activity in the student's intellectual development, reading
in the classroom has been object of study whose purpose is to show that this practice
can contribute to the formation of a critical and participatory reader, contributing in
the development of writing and orality. In theory everything is so beautiful, but in
practice, we perceive a sad reality where the student is demotivated, teachers who
still insist on prioritizing the teaching of traditional grammar, disregarding the
importance of teaching reading and writing in the development of competence
communication. Therefore, we elaborated a proposal of teaching using the textual
genre report, applied during the academic year of 2018, with the students of the 3rd
and 4th stage of Youth and Adult Education of the Municipal School of Elementary
Education Elza Albuquerque de Lima (Juruti-Pa). We developed a participatory
research with "interaction between researchers and members of the situations
investigated" (GIL, 1991) with students from the 3rd and 4th stage of Youth and Adult
Education (EJA) during the academic year 2018, with the teacher (2010), Bamberger
(1987), Castrillón (2011) and Petit (2008), 2 - Types and evaluations, In this paper,
we present the results of the study of the literature of the literature on the subject:
Bakhtin (1992) and Marcuschi (2008), and 3 - Report in the Classroom: Farias
(2006), Lopes-Rossi (2005), Cunha (2003) and Lage to conclude that the textual
genre in the classroom is a tool that makes possible the formation of readers and
producers of texts according to the discursive perspective, but for this, the teacher -
considered the main piece in this teaching-learning process of reading and must
have r enough skills and knowledge to awaken in their students the taste for reading,
and consequently, the arguments and the necessary subsidies in their development
with the reader, also contributing with advances in their orality

The present research "Beyond the space of reading: creation and reflection of the possibilities of reading literature in a rural school of the municipality of Monte Alegre" aims at the investigation of possible cultural transformations arising from the creation of spaces and actions to lead to read literature in rural school, reflecting on the conditions and limits for promotion of reading. The study is being developed within the scope of the Professional Master's Program in Literature - Profletras and is emerging from an earlier research developed by Zair Henrique Santos (2016) in some schools of municipalities in the interior of the Amazon. It tries to understand among other aspects, what are the possibilities (conditions and limits) of the formation of reader in rural school through the creation of spaces and actions to lead to read literature, in a collective and participatory attitude? What is more, you are interested in why a school with almost a thousand students and a faculty with a good academic background does not have a library or a systematic program of literary reading? The research methodology adopted is action research, according to David Tripp's (2005) conception, and aims to promote a possible transformation of the school and social reality, making the participants become co-authors and active subjects in the construction knowledge that will be produced concurrently with the moment of intervention. Some instruments used to constitute the corpus are: observation, interview, lectures, memoirs, oral reports, etc. As basement are used: Silva (1991, 2004, 2009), Britto (2003, 2015), Candido (2004), Chartier (1999), Zilberman (2009), Freire (1976), Santos (2016), besides articles, dissertations and theses that dialogue with theme.

This work, in addition to bringing reflections on the teaching of the English language in school, brings studies about the textual texts and their teaching from the Integrated Didactic Activities - ADIs. Assuming a language as interaction, as well as its dialogical nature, I seek as by ADIs, proposed by MOURA (2017), being important for a better discourse of the discourses, through the verification of the studies that conceptualize and characterize the genres; The teaching teams and organizational organization of the municipality of Parintins, in the interior of the State of Amazonas. The theoretical foundation of this research is worth Bakhtin (2010, 2016), an important theoretical for the understanding of the language and, consequently, of the argumentation, reading, writing and linguistic reflection. Subsidiarily, you reflect on the studies of authors who are based on the theory of a discipline and a better understanding and conceptualization of didactic activities. Among them, I highlight Moura (2017), Kock (1987, 1997), Geraldi (2012, 1997), Kleiman (2002), Antunes (2003) and Ribeiro (2009). The data found were made with the names of the observations and audio recordings made by me during an application of the intervention project. This project, given the opportunity to interact with the target audience and to criticize my role as a teacher, to reflect on the difficulties, the feelings, the successful practices and also those that do not successful. Based on the analysis of the collected data, we conclude that the integrated didactic activities are a didactic tool capable of assisting the teaching of the English language of origin, not Fundamental Teaching, as the concept of dialogism of the discursive genres and opera of the teaching of the axes: orality, reading, writing and revision of linguistics cyclically, proposing a rupture of teaching of short duration, which assists in the formation of responsive-active leaders.

The need to train subjects who make use of the Portuguese language in a reflexive, creative, critical and conscious way, be it in the oral modality or in the writing is not only fundamental. It is, above all, urgent. We need to increase students' knowledge about the language with which they communicate with each other, so that they can act with criticality in the most diverse interactive situations and in different social spaces. Therefore, Portuguese language teaching should not be limited to formal prescriptivism, in which the text is used solely and exclusively to analyze linguistic elements, because by acting according to this conception of teaching, we will be canceling the possibilities, above of everything, to form subject-citizens. In addition, the present study has the main objective of analyzing the extent to which teaching from the use of discursive genres through an organized project with Integrated Didactic Activities (ADIs) of reading, orality, writing and linguistic reflection collaborate to extend the learners on the language (act). The study was developed with students of a project of acceleration paraense denominated MUNDIAR (Elementary School), in a state public school, in the city of Santarém. The methodology used was research - participatory, in which there is the possibility of reflection on the practice itself in the classroom in order to reconstruct it. The research is based on the theoretical postulates of BAKHTIN (2014, 2016,2017) and on studies of researchers such as MARCUSHI, KLEIMAN, ROJO, ANTUNES, GERALDI (1997, 2003, 2012), MOURA (2017) among others who consider language (act) as social, historical and cognitive activity. From the analysis of the data, the importance of the discursive genre as an object of teaching was verified, as well as the pedagogical mediation with a project organized with the use of Integrated Didactic Activities, because from the proposed activities, the students constructed new knowledge in orality, reading, written production and linguistic analysis, because they participated in interactive situations of real use of the language.