A importância da leitura no desenvolvimento da escrita e da oralidade

Abstract

This study aims to recognize the importance of reading in the development of writing and speaking skills in the classroom, as it is noted that students are not interested in developing reading, writing and speaking skills. According to the theoretical framework: Common National Curriculum Base (BNCC, 2017), Buzen and Mendonça (2006), Cosson (2006), Geraldi (1997), Geraldi (1999), Rojo and Cordeiro (2004) and Knechtel (2014) , data collection regarding the purpose of this study can answer such questions. The methodology applied was through qualitative research that led to the observation that students like to read, but need support to develop writing and speaking skills that they provided through different discursive genres. The analysis points out that proposals from the BNCC and the Curriculum Matrices contemplate the objects of study (reading, orality, writing) in a way that, in addition to providing opportunities for knowledge of new discursive genres, places the student as the protagonist and the teacher as a mediator of knowledge in contextualized classes, with current content that arouse the criticality of students and consequently carry out increasingly better textual productions, in addition to acquiring the habit of reading and adding to improvements in orality.