Letramento no fundamental II: produção de livros digitais com alunos do 7º ano do ensino fundamental

Abstract

This dissertation presents the results of a research project conducted with 7th-grade students from a public school in the countryside of Minas Gerais, Brazil. The main objective was to promote literacy development through a pedagogical intervention focused on the creation of digital books, using fairy tales and fables as the guiding genres. The proposal emerged from the identification of persistent writing difficulties among students and the concerning performance levels in Portuguese Language, as indicated by external assessments. The methodology adopted was action research, which allowed for the integration of theoretical reflection and teaching practice. The theoretical framework is grounded in authors such as Soares (2003, 2004), Candido (2004), Cosson (2006), and Antunes (2009), who discuss literacy, textual production, and genres as pedagogical tools. The intervention consisted of a sequence of writing workshops in which students were encouraged to plan, write, revise, and rewrite their own narratives, culminating in the publication of digital books. The results reveal significant progress in students’ understanding of textual structure, the development of authorial writing, and the recognition of their role as authors. The study concludes that the integration of digital tools and literary genres can enhance meaningful reading and writing practices, contributing to improved language education in socially vulnerable school contexts.