WRITTEN PRODUCTION IN SPANISH LANGUAGE AND CRITICAL LITERACIES PRACTICES IN THE CASAS DE CULTURA NO CAMPUS PROJECT
Abstract
This study aimed to investigate the development of the students’ criticality from didactic sequences of Reading, oral and written productions in the Spanish language. As theoretical underpinnings, we studied writing as a process (BROKES; GRUNDY, 1988; MADRIGAL ABARCA, 2008; FLOWER; HAYES, 1981; 1996) and the critical literacy perspective (JANKS, 2016; MATTOS; VALÉRIO, 2010; SANTOS; IFA, 2013). The research was based on the narrative research method (RAGAO, 2008, CLADININ; CONNELLY, 2011; SAHAGOFF, 2015). Where we, teachers and researchers, analyzed both the development of students, with regard to language knowledge, argumentation and criticality, as well as our own development. This work demonstrated that teaching could go beyond the grammatical focus and move towards a more discursive proposal that enables citizenship critical and reflective education.
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