LEARNING STRATEGIES BASED ON READING AND WRITING: A DIALOGUE BETWEEN THEORY AND PRACTICE

Abstract

The practice of reading and text production has become one of the activities with the greatest impact in the school environment, where its execution becomes the basis for the cognitive development of students. In this way, based on reading and writing strategies, the study and application of textual genres, this work is intended to provide methodological reflections on the teaching of reading and text production, showing the importance of reading and writing practice as a way to strengthen learning. To address these approaches, this study is based on the theoretical views of Bernard Schneuwly (2004) and Ingedore Koch (2003), among other authors fundamental to the study of the theme. Regarding the methodology, it is qualitative in nature, with the application of a semi-structured questionnaire to students of the Federal Institute of Maranhão – IFMA, São João dos Patos Campus, supported by field research. From this perspective, it was possible to identify excellent results, in which all participating students were able to resolve existing doubts that led to a lack of understanding of the textual content presented by the teachers of the course, such as corrections in oral, written, and lexical presentations. It was observed that most students, about 95% of those involved, showed confidence from the time available for carrying out the proposed text productions to the interpretive statements in interdisciplinary questions.