Methodologies to optimize the teaching-learning process

teacher narratives on reading and writing

Abstract

The objective of this article is to demonstrate the relevance of developing methodologies that facilitate and optimize the teaching-learning process in reading and writing. From this perspective, we ask: how can teachers use active methodologies to develop reading and writing? The specific objectives include reflecting on the role and profile of teachers in creating these methodologies and proposing methodological actions that prioritize reading and textual production in the teaching-learning process. To achieve these objectives, dialogues with authors such as Cagliari (1997), Chiappini (2001), Martins (2016), Oliveira (2002), Pimenta; Almeida (2009), Veiga (2003), among others, are used. The methodology adopted is anchored in qualitative research, with the participation of three teachers who work in education in the city of Caxias - MA. Data collection was carried out through structured interviews. We then used reflective narratives to construct the data. Data analysis is based on Bardin (2010). The results indicate the current situation of pedagogical practices and acquisition of Portuguese language teaching in the 6th grade, especially with regard to the process of reading and text production. Teachers perform their role satisfactorily, promoting teaching and learning. However, the research points to the need to adapt the content to the different levels of students, describing methods, didactics and resources that facilitate significant learning of reading and text production.