Literacy. Reading. Writing. Differences.

The purpose of this Master Thesis is to present the elaboration, execution and results of a pedagogical intervention project carried out with a group of students from the last years of elementary school at the Presidente Médici State School - Cuiabá / MT, as part of the activities proposed by the Professional Master's Degree in Letters Program (PROFLETRAS), offered by the University of Mato Grosso State (UNEMAT - Cáceres). Throughout the course, it was possible to establish moments of theoretical searches, actions and reflections about the literacy of students in the last years of Elementary School; the main objective was to develop a work of reading and writing that would meet the needs of learning gaps, through the approach of the theme “Recognition of differences”. The specific objectives aimed at the development of reading and writing practices for different texts; to the work of textual rewriting, in order to practice self-correction; and, finally, the provision of conditions for the real inclusion of students in the regular classroom. Relationships between Literacy and Linguistics perspectives were established, namely: Ferreiro (2001, 2011), Ferreiro and Teberosky (1999), Barbosa (2000, 2013), Cagliari (1985, 1999, 2007, 2009a, 2009b), Massini-Cagliari (1999, 2001), Abaurre, Fiad and Mayrink-Sabinson (1997), Fernandes (2010), Frade (2005), Morais (2014), Kramer (2010), Kaufman (1994), Kaufman and Rodríguez (1995), Guedes de Souza (2007), Soares (2003, 2014, 2017a, 2017b), Kleiman (1995, 2010, 2012), Rojo (2010), Tfouni (2006), Marcuschi (2001), Koch and Elias (2015, 2018), Antunes (2003, 2009), in addition to current official documents for Elementary Education. The work was started based on the personal interests of the students, from which research, reading, writing and debate activities were carried out on the differences between people. During the classes, the students became protagonists, to the point of producing texts, which, in turn, composed a booklet entitled “Differences exist!”. For the socialization of this material, classes were organized with the origin classes of each student, which can be shown in a way, until then, unknown. The result of the project gave visibility to people who, many times, were considered subjects who “did not know anything”; allowing to understand that, yes, it is possible to provide meaningful literacy to individuals who, for different reasons, did not carry it out at the expected age.