PROJETO DE LETRAMENTO “AGRO CINEWRITTING”

Uma proposta de integração curricular para o ensino de línguas

Abstract

The school routine shows us the difficulties students have in relation to reading and writing in Portuguese, difficulties that can be related to cognitive aspects and socioeconomic issues that limit them. For this reason, we present a theoretical-methodological proposal through the literacy project entitled “Agro Cinewritting”, whose objective is to alleviate the difficulties students have with the skills of writing and reading in Portuguese, proposing a curricular integration that integrates the curricular components of Portuguese, English and Agricultural Technical areas. To develop this proposal, we conducted a study on the main theories and concepts that permeate this work, namely: multiliteracies (Rojo and Moura, 2012); literacy projects (Kleiman, 2000); literacy agent (Kleiman, 2006); literacy event (Heath, 1982; Street, 2012; Rojo, 2010); literacy practice (Street, 2012), and in the construction of the project, we chose the methodology guided by the Didactic Sequence (Zabala, 1998) for the work with the chronicle textual genre, for contemplating multimodality and the themes of the agribusiness, agroecology and agriculture. Our intention is to disseminate a proposal that can make students develop reading and writing skills, acquiring new knowledge and strategies to overcome the main difficulties and construct more elaborate texts. We conclude that this proposal proves to be a viable alternative for teaching these skills in integrate high school education, since its flexibility and integrated nature favor adaptation to different students’ profiles and realities. We are confident that this approach can strengthen the students’ connection with learning, making the process more meaningful.