Memórias literárias: uma prática em sala de aula

Abstract

The search for alternatives to make the reading and writing process a constant instrument of knowledge necessarily involves the application of practices in the classroom. In this sense, this article presents an account of a reading and writing practice in the classroom. The objective of this work was to carry out a practice of reading and writing, using as a strategy the textual genre of literary memories. The methodology used was, in addition to a bibliographical research of authors who deal with the theme, the application of a practice in the classroom, through the writing of the memoir genre, specifically, childhood memories. For this purpose, the studies by Gomes (2011), Kleiman (2005), Braga and Santana (2016), among others, were used as theoretical support. This work points to the importance of the teacher's role in providing opportunities for the production of genres that are relevant and adequate to the interests of students. It was found that the proposal to read and write their own memories was interesting and motivating for the students, considering that they performed with interest and satisfaction the reading and writing of the studied genre. In addition, it was possible to work on orality when reading their productions to colleagues, as well as the expression of art through the illustration of the texts produced.