READING AND WRITING: READING THE (IN)VISIBLE AND WRITING CITIZENSHIP (Atena Editora)

Abstract

Currently, learning to read and write is considered fundamental for the integration of the individual into society. The present study aims to relate the conceptions of teachers and students, about the importance of reading and writing, for the exercise of citizenship, with the implementation of teaching and learning activities that value the social function of language, in the classroom, in Elementary School II, in the municipality of Pedras de Fogo-PB. Using a qualitative approach, the teachers were consulted through a structured interview, in order to investigate the teachers' conceptions about the teaching/learning of reading and writing, from a perspective of education for citizenship. In turn, a questionnaire survey was also applied to students of Elementary School ll phase, enabling the crossing with the teachers' opinions, as well as a comparative analysis of the results obtained, in both data collection instruments the results show that students and teachers converge on the same understanding. The importance given to motivation is visible, both in the classroom and in the family environment, as it influences reading and writing activities. In addition, teachers reinforce the collaborative work between teachers from all subjects and curricular areas, with regard to the improvement of communicative skills. A last aspect, previously mentioned, has to do with the collaboration between the school and the family, as both are institutions perceived as responsible for the promotion of these communicative skills, fundamental for improving citizenship, transforming students into informed and active citizens.