This work sought to reaffirm the importance of training literary readers in the Final Years of Elementary School II, given the devaluation of literature in this type of teaching. Thus, this Final Memorial as an evaluation requirement of Profletras – UFBA, has as its theme “The Resignification of Working with Literary Texts in the Final Years of Elementary School: A Path to the Formation of the Critical Literary Reader”. The study undertaken here and my career as a teacher has elucidated that this training is increasingly necessary at all levels of basic education, as it helps in human and cognitive development and, consequently, in the critical stance of students. The general objective of this Research is to enable the formation of literary readers in the final years of Elementary School, based on the redefinition of reading strategies, which develop the formation of critical literary readers, capable of better understanding life and themselves. To achieve this objective, the problem is presented around the following question: Is it possible to train a literary reader in the final years of Elementary School, based on the redefinition of reading strategies, which develop the formation of a critical literary reader, capable of understanding better life and yourself?” Thus, given the theoretical contributions, anchored in the ideas of Cosson (2009), Candido (2004), Freire (2002), Zilberman (1989), Lajolo (2011), Dalvi (2013), Soares (2008), among other theorists and specialists in the area of language, this research presents a Proposition organized in Creative Literary Workshops, aimed at working with literary texts in the final years of Elementary School.

This training memorial, entitled Afro-readings: the anti-racist and intersectional debate in Youth and Adult Education, aims to propose readings of black literature in order to develop the anti-racist and intersectional debate in Youth and Adult Education, favoring the formation of critical and autonomous readers, able to intervene socially and recognize their identity roots. The choice of this theme was based on the observation of issues emerging from the school routine, where self-declared black students predominate, who do not see themselves represented by the practices of reading literature developed at school, in which predominantly Eurocentric texts are used, in addition to the non-observance of a permanent and systematic pedagogical work of discussion of ethnic-racial relations, as guided by law 10639/03. The objectives of the proposal were: to suggest black literature reading practices organized in reading workshops in order to build critical and autonomous readers, focusing on anti-racist and intersectional education; build a notebook of pedagogical-literary activities for students, containing indications of black literature readings and activities that discuss race/gender intersectionality related to black women; suggest interactions that challenge students to analyze texts that discuss ethnic-racial relations; propose pedagogical actions aimed at revitalizing the school library as a space for reading, interacting and producing knowledge. The work of a propositional nature, consists of the elaboration of workshops and conversation circles, where the work Quarto de despejo, by Carolina de Jesus, will be read, in addition to other texts of black literature by female authors. As it will be applied in a moment after the writing of this memorial, the work will have a research product, the book of pedagogical-literary activities, which can be used by the researcher and other teachers at an opportune moment. The work is expected to contribute to the formation of autonomous, conscious and critical readers in the face of the reality in which they are inserted, recognizing their identity and ancestry and valuing their culture. As main theoretical contributions of the work we can mention the following authors: Munanga (2005), Cuti (2010), Souza (2011), Freitas (2016), Gomes (2005); Evaristo (2016), Candau (2010), Freire (1998), Akotirene (2019), Crenshaw (1991), Collins (2020), Dalvi (2013), Ribeiro (2019), Lima (2016), Souza (2016), among others.

This study of a propositional nature was developed within the scope of the Professional Master's Degree Program in Letters-PROFLETRAS at the Federal University of Bahia-UFBA, whose objective is to investigate how the teaching of reading, through the works of black Brazilian writers, can contribute to the reading education of students in the final years of elementary school, especially the 6th grade of the public school system in the city of Salvador-BA based on ethnic-racial relations.  To carry out this research, I chose the works of: Geni Guimarães, Conceição Evaristo, Jenyffer Nascimento, Carolina Maria de Jesus and Kiusam Oliveira, with a view to developing reading competence in order to contribute to the formation of individuals capable of understanding and taking a stand against racism. In view of the general objective and the research question, I opted for the autoethnographic methodological procedure because this method allowed me to study my (individual) self and reflect on important issues for a (collective) self, giving new meaning to my contexts of action. To generate data, I used conversation circles, questionnaires and books. As this is a propositional work, I chose to produce a notebook of didactic-pedagogical activities that aims to support the practice of reading black literature for anti-racist reading training in the classroom. To do this, I used theoretical and methodological studies such as: Autoethnography (Versiani, 2005) and (Magalhães, 2018); Black literature (Luiz Silva Cuti, 2010); Afro-Brazilian literature (Eduardo de Assis Duarte, 2014); (Maria Nazareth Soares Fonseca, 2014); Writings and racism (Conceição Evaristo, 2020); (Lívia Natália, 2020); Nilma Lino Gomes(2005); Sueli Carneiro (2005); (Grada Kilomba, 2019); Letramento de reexistência(Ana Lúcia Silva Souza, 2010); Letramento racial crítico(Aparecida Ferreira de Souza, 2015); Literary literacy (Rildo Cosson, 2014), among others that have contributed to a work of reading black literature from the perspective of a written production by black people who bring their subjectivity to the text, as well as their lives and experiences in order to break with racial and gender discrimination, still the result of a society that promotes the silencing and erasure of the culture and literary production of black Brazilian men and women.

This descriptive memorial presents a proposal of literacy focused on the production ofthe discursive genre Comics in the digital context in order to contribute to the teaching and learning skills of the discipline Portuguese Language. Specifically with multiple texts, in a middle school class, from a perspective of a public schoolhouse located in Camaçari, a county in Bahia. The text also brings the impressions of the master s
student and reflections theoretically based on educational practices. Considering the challenges occurred around the Covid-19 pandemic context, a period in which the world was studying remotely, the report aligns the research and creation of an educational product - a digital pedagogical journal - with the research of comic books and textual production in a digital environment. Therefore, the theoretical foundation on concepts of literacy, multiliteracy, multimodalities and educational technologies was made with the contribution of academics such as Magda Soares (2021), Angela Kleiman (2008, 2010), Roxane Rojo (2013) and Brian Street (2014), to name a few. The thesis established in the essay is that the pedagogical use of digital interfaces promotes the process of teaching and learning the native language, thus working as a motivational element to bring the classroom closer to the new profile of students. It is believed that this educational resource helps the teacher to improve their classroom activities, seeking to foster changes in student-teacher and student-student relations. Consequently, believing that the people involved in this process of digital inclusion experience new challenges and new possibilities of literacy, continuously attractive and dynamic, it is expected with this proposal, to expand the skills of students regarding the production of
multimodal texts, contributing to overcome the need of students to write in a more autonomous and significant way, as well as to increase their options for access to information, social interaction, production and sharing of knowledge through literacy that improves the teaching and learning of the Portuguese Language in the writing environment.

The present Training Memorial developed within the scope of the Professional Master's Program in Letters (PROFLETRAS), at the Institute of Letters, of the Universidade Federal da Bahia, presents an interventional project, with the purpose of discussing the importance of black-brazilian children's and youth Literature in the stage of the early years of teaching and contributing to the application of Law 10.639/03. From the constant reflection on my teaching practice and problematic observations in everyday school life, the research aims to experience Negro-brasileira’s Literary reading practices in the classroom and analyze whether the Luís Pereira Costa Municipal School, located in the municipality of Camaçari, metropolitan regionof Bahia, has provided (or not) the affirmation and/or negras’s identity construction belonging of the child and young person. In this sense, the theoretical framework for its development takes place from the epistemological perspective of Bernd's studies (1988;1989;1992); Bernd (1988;1989;1992); Cuti (2010;2020); Debus (2016;2017); Gomes (2012;2017;2023) and Munanga (2003,2005;2020). The design and development of this research takes place in the interpretative-critical field of the qualitative study of the action-research type, with characteristics of ethnography given the field immersion, applied through a pedagogical instrument of the conversation wheel, as a dialogical movement for the free expression, autonomy and protagonism of the 18 students participating in the research. The result achieved with the children-readers points out that, as the first encounter of differences, the space of the public school is the ideal place as a space-time to disseminate and value the African ethos and encourage, through the practice of literary fluency, the identity construction of belonging to black childhoods. Through the aspects of African diversity, tradition and culture present in Negro-Brasileira’s Literacy children have a feeling of acceptance, appreciation and belonging, able to strengthen your characteristics and ancestry.

This work is a memorial of academic training started with the author's self-research about her classroom practices. It is in the line of pedagogical research and outlines reflections on the basic and academic training of the researcher teacher as well as the experiences already accumulated by her in her professional life. The purpose of this study is to reflect on the importance of reading in the classroom for the formation of critical readers in the final grades of Elementary School. The main objective of the proposal is the production of a notebook of didactic-pedagogical activities that aims to support the practice of critical-reflective reading in the classroom in order to help in the development of students' criticality and, in this way, combat the spread of fake news. Combating the spread of fake news was chosen as a contribution to the development of reading practices as it directly and daily influences the lives of students in contemporary times. The study of the subject is based on the conceptions of social literacies discussed by Soares (2003) and Street (2014) and on the theory of multiliteracies based on the contributions of Rojo (2012). The theoretical foundation of reading practices in the classroom is based on Kleiman (2016), Smith (1989), Antunes (2009) and Orlandi (2012). Discussions on the unveiling of lies disseminated through fake news are based on Barros (2020), Barbosa (2019) and Charaudeau (2016). This research has as a product a notebook of activities which were fundamentally elaborated from the contributions of Kleiman (2016), Koch and Elias (2021) and Moura and Rojo (2012).

The research entitled Gamify: a proposal for teaching the textual genre advertisement in basic education aims to propose gamified pedagogical activities to work with the textual genre advertisement, analyzing how they can contribute to the development of textual production practices in Elementary School. This study is justified by the need to insert new pedagogical practices in the context of basic education, through which students are exposed to the skills and competences of text production that dialogue with their experiences and with the demands of life in society, in addition to seeking promote changes in the way of teaching that develop new literacies and multiple semiosis, stimulating more interactive and collaborative situated practices that encourage problem solving. This research will be based on the theoretical postulates of literacies (KLEIMAN, 1995, 2005; RIBEIRO, 2003; STREET, 2014; TFOUNI, 2010), of multiliteracies and multisemioses (ROJO, 2013, 2015; RIBEIRO, 2016, 2017, 2018), of the educational technologies (KENSKI, 2015), cyberculture (LÉVY, 2014), game culture (HUIZINGA, 2018), gamification (ALVES 2007, 2008; ALVES, 2015; BUSARELLO, 2016) and written production (DOLZ; GAGNON ; DECÂNDIO, 2010; KOCH, 2007). This is a qualitative-based research with an exploratory-propositional nature that will be proposed based on the reality of a 9th year class of the Colégio da Polícia Militar Francisco Pedro de Oliveira (Candeias-Ba) and use as a support, in the classes of Portuguese language, the Classcraft gamified platform. With this proposal, it is expected to expand the students' skills regarding the production/reception of multimodal and multisemiotic texts, as well as the motivation to carry out written productions.

This memorial, entitled "Learning and teaching to transgress: ways to (re)visit the classroom and enhance voices from slam poetry" is being developed within the scope of the Professional Master's Program in Letters (PROFLETRAS), of the Federal University of Bahia (UFBA) and presents part of the research that includes a literacy project, centered on an anti-racist proposal for language teaching, with a focus on orality and emphasis on the slam genre. Its propositional character is being outlined for future application at Colégio Estadual Sátiro Dias, located in the city of Salvador Ba and other related units. The methodology is qualitative in nature, is supported by bibliographic and documentary studies and also has an autoethnographic nature, taking into account the path that involves the researcher's literacies at different stages of personal and professional life. The research is anchored in theoretical and conceptual contributions: Literacy (KLEIMAN, 1995; SOUZA,2011), Orality (BNCC,2018; HAMPÂTÉ BÂ,1979;2010; SOUZA,2001) Slam (ALCADE,2022; NEVES,2021; DALVA, 2019) and Critical thinking (hooks,2017;2020). The key idea is to develop strategies that, based on the New Literacy Studies, expand the uses of oral language in Portuguese language teaching practices based on the phenomenon of oral and performance poetry – Slam. The research results should generate a textbook called "Reexisting from the slam: enhancing voices in Portuguese language classes" in order to enable discussions that encourage criticality and understanding of the narratives of the students involved and promote the legitimation of these voices from an anti-racist and language-critical perspective.

Literature: a journey between the reading of fables in the classroom and the formation of the student-reader is a Memorial written as a proposal for a conclusion work of the Professional Master’s Degree in Letters – PROFLETRAS UFBA- whose bibliografic research was guided by the following question: How to work literature through the reading of fables for a possible formation of the student-reader? From there, I carried out new readings, in order to outline the objectives to be achieved and engender actions focused on the solution of this problem that, in some way, justified the choice of the genre. Since the fable is a product of the human imagination, leaning my work towards it is justifiable because reading of this helps to develop the student’s critical sense, leading him to reflect on the messages that underlie this literary text. Therefore, my work aims to present an activity proposal, specifically, aimed at the development of reading strategies with the Classes of the 6th year of Elementary School. Anchored in Bakhtin (2011), Cândido (1972), Cosson (2014), Kleiman (2000), Solé (1998) in addition to other theorists, I wrote my Memorial with the attention given to the student as a subject, in the consideration of his speech and in the construction of thought, wich I believe possible favors the formation of student readers.

Considering that reading and working with the literary text in the classroom has a place that is often subjugated in the face of the problems surrounding what to teach in view of a minimum time for the fulfillment of all syllabus contents of the annual teaching plans for During the school year, this work aims to exercise reading so that this activity becomes part of the Portuguese language curriculum in the sixth grade classes, shaping itself, therefore, as a content, so that it can be characterized as a teaching item. Thus, I present a proposition of workshops that deal with some themes that I consider relevant to the human time of girls and boys with an age group between eleven and twelve years old, but that leaves an opening for many other possibilities of interventions, through the attentive look application moderator. In order to promote a broadening of the understanding that if we are in a position of a multicultural country, this aspect must be considered, in order to enable students to observe themselves equitably and restructure themselves through the exercise of experiences offered by literary texts. At the same time, it is important that the habit and pleasure arising from contact with literary narratives worked in the classroom be built. In this way, the workshops bring texts by the writer Cidinha da Silva, as well as the work Os Nove Pentes D’África, by the same author, with illustrations by Iléa Ferraz. The choice was made due to the work's broad approach to themes involving ancestry, relationships between family members, and the most varied feelings contained in any human relationship. The activities will be carried out based on workshops, since this methodology opens up a range of possibilities for the exercise of reading activities, as well as triggering storytelling, both individually and socially. The choice was also established by understanding that the meanings of the literary text are constituted through dialogues between its readers, which, from a planned mediation, enable the discussion about culture and the construction of a decolonial posture. Therefore, the exercise of the act of reading, the improvement of literary literacy must occur with a view to forming critical readers. The concepts of social literacies and literary literacies used, fundamental for this study, are based on the assumptions of Kleiman (1995), Soares (2003), Street (2014), Cosson (2009), Dalvi (2013).

This work is a memorial of formation developed in the Professional Master's in Letters - PROFLETRAS, linked to the Federal University of Bahia - UFBA, through which, from the results of a qualitative research of ethnographic nature, I describe and reflect on my formative path as a Portuguese language teacher. They are analyzes and descriptions of my experience, persistence and resistance in the classroom in search of a more humanized, inclusive and committed education to the interests and needs of all students. For this purpose, I developed the research entitled: Afro-Brazilian literature: for a critical racial literacy in Portuguese language classes, which aims to investigate how Afro-Brazilian literature can contribute to the affirmative construction of black identities and to the construction of critical racial literacy in the Municipal School Carlos Drummond de Andrade with the students of the 6th year of Elementary School II. The intervention project was carried out in a class consisting of 23 pre-adolescent students, in the third school term of the year 2022. In this context, it is sought, through Afro-Brazilian literature, to build a narrative of valorization of black identity, relating aspects linked to culture, thought and the history of black peoples. Thinking of enabling students to have a meaningful experience for their formation as citizens, who appropriate the power of literary reading, it is that round tables were held on topics that led students to reflect on ethnic-racial relations. The theoretical basis for the consolidation of this research was based on the ideas of: Debus (2017) with studies on Afro-Brazilian literature in children's and youth literature; Gomes (2011) with discussions regarding diversity, culture and education of ethnic-racial relations; Cosson (2021) with studies on literary literacy and Ferreira (2015) with discussions about critical racial literacy. The results showed that Afro-Brazilian literature presents itself as a possibility to build/strengthen critical racial literacy in the school environment. Insofar as it provides opportunities for subject-readers to better understand the being and being in the world, favoring the development of more critical and less prejudiced attitudes. Because it has a transforming role, literature, through its humanizing force, is a strong ally in the formation of critical readers and in the construction of an anti-racist education.

With the aim to rethink strategies able to improve the writing teaching, specifically essay text at 9º grade of middle school, and in order to create more engaging and dynamic classes, this work intend to investigate how to propose a set of actions attuned to student’s social needs, so that the elaboration of argumentative texts can become a powerful tool more than mere activities of Portuguese language classes. This research is supported by authors such Joaquim Dolz and Bernard Schneuwly related to Genre Theory and the studies of the professor Irene Clark as to a process approach to writing and the teaching of writing and to answer the following question: How would a didactic sequence based on the movement called “writing as a process” evolve for teaching of the writing opinion articles? Furthermore, written in the form of a memorial text, its methodology has as product a conceptual analysis added to the proposition of a pedagogical intervention that allows the researcher to reflect on his own practice.

This training memorial aims to propose an experience with the poetic language of rap to students of the 9th grade of elementary school II in the municipal network of São Francisco do Conde - BA, through a didactic proposal composed of reading workshops and conversation circles. The main objective of the proposal is to read the poetic text, its understanding and heuristic function. Rap was chosen as a poetic genre, considering its importance as a young cultural production and for seeking to bring other cultural practices to the classroom space. Therefore, the work was based on the following concepts: reading concepts and teaching of reading by Isabel Solé (1998) and Vicent Jouve (2002); reflections on the functions of literature promoted by Antônio Cândido (2002); perceptions about literature and literature teaching, from Márcia Abreu (2003) and Mei Hua Soares (2008); concept of poetry and poetic text by Otávio Paz (1984); concept of oral poetry by Paul Zumthor (1997) and study on rap and hip-hop culture based on the contributions of Ana Lúcia Sousa (2011) and Alexandre Pitta (2019).

Memorial of training integrating of the Languages and Literacies area and
Profletras / UFBA Language Studies and Social Practices Line of Action. It was
performed a writing based on bibliographic studies, whose authors propose a
discursive sociointeractionist reflection, inserted in the field of teaching of the
mother tongue and in the interactionist perspective, seeking to strengthen the
concepts of literacies and authorial writing. I present a Didactic Sequence
proposal for Portuguese language classes, with the objective of developing
students' writing based on the textual genre Autobiography. Since the main goal
of the construction of this memorial is to propose an analysis of the relationship
between the writing of the students of the EJA modality and the literacy practices,
going through the relations of the world of work and the ethnic-racial relations in
the life of the working student; I also aimed to reflect about my academic and
professional training in order that a motivator to produce authorial writing. The
work is based on theoretical-methodological conceptions: of self writing, as postulated by Foucault (1992), of language and text in a socio-cognitive-interactional view of Marcuschi (2003, 2008); from literacies by Kleiman (1995, 2001, 2005) and Rojo (1995, 2009); Freire's liberating education (1967), with didactic sequence by Schneuwly and Dolz (2010); Street's social literacies (2014) and in its entirety inspired by the phrase by Gloria Anzaldua (2000): “Why am I driven to write?”.

literacy of reexistence, memory, identity, race relations

The research project Parque de Memória Reports: a literacy agency for Freedom, developed within the scope of the Professional Masters in Letters - PROFLETRAS of the Federal University of Bahia, Salvador, consists of a training memorial, in which the master's student analyzes reflexively, his intellectual-professional life; as well as, develops and applies an intervention project that aims to analyze and instrumentalize reading and text production by students from a group of students from the EJA of the Reading and Text Production Workshop - from elementary and middle levels, from of a school in the neighborhood of Caixa D'água, in Salvador / Ba. As a teacher at this school since 2001, when I joined PROFLETRAS I planned my intervention proposal with the purpose of bringing to light the understanding of students and the general community the importance of this educational project and the monument Parque Parque for the community of Liberdade, for the city of Salvador, for the history of Brazil. The proposals for this purpose will be applied through the production of reports on the memories of Escola Parque. The construction of this genre will be configured based on the production of a collection of writing by these students about people, former students belonging to the best age who will report their experiences at school in the years they studied there. From the reports and interviews, they will produce memorialistic texts in which these stories will be mixed with their own. The current research consists of a qualitative perspective - of an ethnographic nature - and with characteristics of action research (participation) based on theoretical-methodological concepts: of language, text and subject in a socio-cognitive-interactional view of Koch (2011) and Marcuschi (2008), from action research by Thiollent (1998), from Referencing Cortez and Koch (2013), Koch (2011) and Antunes (2010), from the literacies of Angela Kleiman (1995),   Re-existence Literacy Souza, from Memória e Sociedade Eclea, Bosi (1979).

severino

The teaching of Portuguese Language has focused on the search for student access to the universe of texts that circulate socially, with which people interact systematically in their daily lives, both in informal situations and in formal situations of public use of language. In this sense, Koch (2002, p. 17) states that the text can be considered the very place of interaction and the meaning of a text is constructed in the interaction between text-subjects or text-co-enunciators, that is, the text does not pre-exist to that interaction. Finally, using language means interacting through the exchange of texts. The research intends to develop a directed activity with a didactic sequence aiming to promote an action - reflection - action. The intervention is proposed to be carried out in the 8th or 9th grade class of the Carlos Drummond de Andrade school in the municipality of Dias D’Ávila, in Bahia. First, a data survey will be carried out through a bibliographic review in order to find out which authors are researching the proverb genre. In addition, it will be necessary to find out what are the theoretical foundations about linguistics, above all, discourse analysis and polyphony, given that the production of meaning will be the object that is intended to be achieved by the intervention

Authorial writing from oral genres in the classroom is a research project developed in the Professional Master of Arts at the Federal University of Bahia that started in April 2019, under the guidance of Professor Simone Souza de Assumpção. The aim of this work is to produce texts in perspective of authorial writing, valuing the reading of the world based on and not processed as a socio-historical process and as a social practice. The target audience is a class of 9th grade, afternoon shift, from the Municipal School Profº Raimundo Mata in the municipality of Catu in the state of Bahia. The context in which this research is inserted is at Escola Municipal Profº. Raimundo Mata, who receives students from all neighborhoods in the city, including the rural area. In this context, the need for teaching authorial writing is observed by the teacher-researcher through pedagogical questions related to the problem situation perceived in the classroom during the classes. The intervention will be developed in a class selected by 23 teenage students, with a goal of teaching Portuguese language that provides interaction in the classroom, for an exchange of knowledge related to authorial writing; but also to expand writing practices from oral genres. A methodology adopted in this project is an ethnographic research, to get to know the socio-cultural reality of the participants related to the challenges faced by adolescents and their community. Thinking about allowing students a meaningful experience for their training, like those who can appropriate the power of writing, they can use the conversation wheels on the themes triggered by students, in the search to listen and use the perception of the importance of written for participation in social practices. Has an expectation of development or development of orality / writing in Portuguese language classes, involving as topics suggested by students, since they perceive that they have a voice and that they are important in the training process. The work is based on the theoretical-methodological conceptions: language and text in a socio-cognitive-interactional view by Marcuschi (2003, 2008); authorial writing by Tfouni (2010); from literacies by Kleiman (1995, 2001, 2005) and Rojo (1995, 2009); oral genres and didactic sequence by Schneuwly and Dolz (2010); and Street social literacies (2014), among others.

I present in this memorial a teaching proposal, in the form of a pedagogical workshop, called Empowering is precise: Pantera Negra and the HQ'S as resources for the improvement of discursive literacies, developed within the scope of the Professional Master's Degree in Letters - ProfLetras. Therefore, aiming to undertake a work of selfreflection and training as a teacher, I rescue my trajectory in the world of letters, the path taken in teaching, the remarkable facts and achievements of my life and the transformations arising from the experiences that culminated in my participation in ProfLetras . For the purpose of the workshop, the improvement of discursive textual competence was taken as a fundamental factor for the development of skills that provide opportunities for students in the final years of elementary school, in particular, students in the 9th year: acquisition possibilities of other literacies that are also important for facing the challenges imposed by globalization; skills to solve problems typical of modern life; acquisition of self-esteem, self-confidence and respect for others for the extinction of racist and xenophobic attitudes so present in the classroom. The practice of the workshop is based on the urgency of improving/acquiring reading and writing skills as well as on inciting questions that arouse the desire to find a solution to racial segregation and the desire to know the history and culture of blacks and Afrodescendants, as recommended by Law 10639/03. Thus, reading activities of HQ'S of the Black Panther character are proposed; production of comics of characters with superpowers; reading and reflection on texts dealing with the history and culture of black people; conversation wheels; appreciation of videos and films on the same theme; study of the language used in the genre; script production; organization of productions in collections; dissemination and exhibition in the school library for access by the entire school community. For the elaboration of the proposal, the assumptions and positions of several scholars on: discursive textual competence were taken into account: Kleiman, Soares, Tfouni; the social position of black people throughout the history of Brazil: Gomes, Gonzales, Nascimento, Silva, Munanga, Cavalleiro; the role of education in society: Freire; textual genres: Bazerman, Casali, Geraldi, Possenti, Marcuschi; discursive genre: Rojo, Bronckart, Bakhtin, Dolz, Schneuwly; textual genre HQ'S: Ramos, Vergueiro, Eisner, Manguel and teaching strategies - pedagogical workshops: Anastasiou, Moita, Andrade, Moraes, Varela, in addition to many renowned scholars.

This memorial consists of a research that aims to present a study and intervention proposal in the production of discursive genres to reflect a possible contribution of the recursive review in the qualification of writing, using as a basis the teaching of the review through a didactic sequence. Therefore, based on the choice of the review as it is a discursive genre that has important social functions according to Goldstein, Louzada, Ivamoto (2009) and Melo (2003), this work was based on the conception of writing as a process (OLIVEIRA , 2010) and the result of social interaction (FIAD, 2006), in the treatment of revision as a resource for production (GARCEZ, 1998), in the reflection of the dialogical aspect of the text from Bakhtin (2003) and Antunes (2003), in the perspective from the literacy practices observed by Soares (1998), Kleiman (1995) and Brian Vincent Street (2014), in the exposition of the review from the perspective of linguistic analysis from the studies of Geraldi (1996 and 1997) and in the basis of language teaching through the discursive genres defended by Bakhtin (2003) and Marcuschi (2008).

The public stage as a path for the dialogue between the teacher and the student: you talk and I hear you” is a research that will be developed in the program of  master’s degree at the Federal College of Bahia started in April of 2018 beneath the orientation of the professor and doctor Simone Souza de Assumpção.The objective of this research is turn possible the dialogue amid  professors and students through the study of the political speeches genre stimulating the culture of the debate in the classrooms. This project will bid the practice of the political speech genre in the schools. The aim public of this work is the 7^th degree class of the state school  Hermes Durval in the municipality of Simões Filho which belongs to the federal state of Bahia.That intervention  will be realized in a classroom formed by 30 students.The methodology that was chosen is the ethnological research which seeks to looking for the subject of the pupil’s readings and their conversations throughout the school also for searching the structures of power amidst the instructors and the students.The production of texts in the speech genre will seek for the socialization  of the student’s political voice and develop a oral custom which aims for discuss political and sociological questions that surrounds that school.Having the theories of Bakhtin (1997), Bronckart (2009), Fairclough (2016), Dijk (2008)  as the base of this work, the communicative situations in the classes are going to bring reflections involving questions of the school Hermes Durval.The purpose of those teaching and learning process are  based  in the ISD theory (instructional systems design).The methodology is going to work through the crop of data  in the common and popular employment of the language throughout the school that desires to mediate the dialogues in the Portuguese classes.The data will be reaped in the classes by the debate groups between instructors and pupils  that ought to be formed in the lessons of Portuguese.The theoretician view of this work demands the political speech as  a tool for the social mobilization and the students must make a profit of the Portuguese lessons for produce speeches in defense of your school communities.

The present work is the result of a qualitative research of ethnographic and memorialistic character, whose pretension resides in the accomplishment of practices of multiletramentos a from the production of the multimodal discursive genre video tutorial, by the students of the 8th grade A, morning shift, of the Laura Folly Municipal College (Dias d'Avila, Bahia), during Portuguese language classes. In order to fulfill this task, the research teacher listed activities with the purpose of discussing and reflecting the conceptions of the new digital literacy, respecting the elements that are part of school literacy. The choice was made by the fact that the Portuguese language in the pedagogical environment should provide the student with an insertion with autonomy in a universe of texts which circulate socially, especially in the contemporary world. Considering that we are currently dealing with young people who are part of the so-called  generation Z, or generation of the millennium or even called generation of the Internet. This work makes the video tutorial genre, within a multilevel project, opportune to train readers and producers of critical texts through multilevel practices from working with multimedia genres, seeking to promote digital mulitletration, in the classroom. In addition, the intervention project developed during the research aims to make the learner feel inserted in real communication situations of use with the to understand the discursive function of language. Thus, the methodological orientation of this research is based on the theoretical concepts of Bakhtin (1999) about as well as in the assumptions about the new digital literacy, according to Rojo (2009, 2012 and 2013) and Lemke (2010).

In the process of writing this memorial, I exercise self-reflection about my experiences as a reader and teacher, evidencing my path of self-formation, started with my family and learning the first letters and now deepened in the Professional Master's Degree in Literature (PROFLETRAS), in Federal University of Bahia, culminating in the implementation of the intervention project "Literary Routes: what to teach in literature classes in elementary school?" To be developed in Portuguese Language / Literary Studies classes, in the current year of 2019, at the Municipal School of Pituaçu, Salvador-Bahia, with students from the ninth grade of elementary school. The following notes, written by me, were constructed from theoretical works dedicated to critical reading, FREIRE (2011, 2018, 1987), literacy, KLEIMAN (1995), STREET (2014), literary literacy and teaching of literary reading COSSON (2016, 2018), COLOMER
(2007), DALVI et al (2013), JOUVE (2012), PAULINO (1998, 2008); ROUXEL (2013) and ZAPPONE (2008).

This Training Memorial is presented for the qualification examination under the Professional Master's Program in Literature — PROFLETRAS —, Federal University of Bahia. The project of intervention, entitled “Causos”: a proposal for literacy in elementary school, is characterized as a research of a qualitative and ethnographic nature, from the perspective of ideological literacy, according to Freire (1967, 1991, 2011 [1982], 2017 [1968]), Hooks (2017 [2013]), Kleiman (1995, 2005), Rojo (1995, 2009, 2012), Street (2014 [1995]) and Tfouni (2010 [1995]). As the “causos” are traditionally the collective imaginary, the project to be implemented, in this academic year of 2019, in a class of the 9th Year of Elementary School, of the Municipal School Solange Coelho, of the network of Lauro de Freitas, Bahia, is configured as an attempt to preserve the memories of the community of the school environment, in view of the formation of students as critical-reflexive readers, able to recognize, to know and to resignify oral narratives, in agreement with to Zumthor's theoretical principles (1997 [1983]) and the literary literacy, according Cosson (2016 [2006], 2018 [2014]), Dalvi, (2013) and Dalvi, Rezende and Jover-Faleiros (2013), promoting in this sense both the teaching-learning process
and the interlocution between the different generations and the valorization of their cultural heritage, their own identity and the identity of the place where they live. Therefore, considering as methodological guides (i) the literacy projects, according to Oliveira (2008) and Santos (2008), (ii) oral history, according to Santhiago and Magalhães (2015), and (iii) the didactic sequence, according to Dolz, Noverraz and Schneuwly (2004), the objective is to promote students as readers of their socio-cultural context, through literacy practices, including activities with orality, reading, writing, use of new technologies, with audiovisual records and editions of oral narratives, retextualization work — based on the discussions about transcription/retextualization promoted by Albán (1992, 2004), Alcoforado (2008 [1998]), ALiB Project National Committee (2005), Costa (2016c, 2017), Marcuschi (2010 [2001]) and Santos (2003) —, and the subsequent publicity of documented “causos” in book and/or e-book, as well as CD and/or DVD.

Não se aplica

The Research Project consistsof a training memorial, in whichthe Master examines, reflectively, hisintellectual-professional life; butalso, together, ispartofaninterventionprojectthataimstoanalyzeand instrumentalize thereadingandproductionoftextsofstudentsof a classofthe 6th grade ofElementarySchool - Final Years -, comingfrom a neighborhoodschoolCuruzu, in Salvador / Ba. Thispurposewillbeappliedthroughthemakingof a memorial oftheneighborhoodofthesamename. The constructionofthisgenrewillbebasedontheproductionof a collectionofwritingsofthesestudentsaboutpeople, institutionsand local neighborhood. Allthisis in dialogue withthe themes proposed in Law 10.639 / 03 onthestudyofAfricaandthesignificantcontributionscomingfromthediasporaofthepeopleofthatcontinent, in ordertoresignifythestudents' another (black) epistemologyand, consequently, toassociatethesereadingswiththe territorial contextofthesestudents. The purposeofthesetextsistofunction as a framework ofideological, discursiveandlinguisticelementsthatwill help students in theunderstandingoflanguage as a historicallysituated social andcognitivepractice (MASCUSCHI, 2008). The presentresearchconsistsof a qualitative-ethnographic-perspective, andwithcharacteristicsofaction-research (participation) basedontheoretical-methodologicalconceptions: oflanguage, textandsubject in a socio-cognitive-interactionalviewof Koch (2011) andMarcuschi (2008), actionresearchbyThiollent (1998), Cortez andKoch (2013), Koch (2011)and Antunes (2010), AngelaKleiman (1995), Ana Lucia Silva Souza'sLettersofReexistence, MultipleLiteraciesRoxane Rojo, ofIdentityof Stuart Hall (2014), ofAutobiographical Memories ofPassegi (2010), ofblackepistemologyof Muniz Sodré (2017), Nilma Lino Gomes (2017) andothers. The presentwork, whichis chancelado tothelineofresearch Reading and textual production: social diversityandteachingpractices, islinkedtotheProfletrasProgram - Professional Master'sDegree in Lettersofthe Federal Universityof Bahia (UFBA).

The master 's research developed in conjunction with the Professional Master' s Degree in Literature - PROFLETRAS - Federal University of Bahia - UFBA involves an intervention project that sought to innovate the classes for the teaching of Portuguese Language developed a literacy project whose centrality started from black musicality, in particular, the Bahia pagode, to understand it as a teaching strategy the languages of the peripheries. The project was developed in a class of Cycle IV (9th Year) of Elementary School in a school located in Camaçari-BA. The focus of the intervention inquired about the construction of the meanings attributed to the linguistic expressions of the students that can dialogue with the letters of the pagode as well as the importance and the effects in the life of the young students for the identity constitution. The literacy project moved discussions around issues of race, gender and representations of the peripheral social space in thematic workshop structures. In the process the interaction between the co-participants motivated to seek to understand what was behind the affirmation of some students when they call themselves "I am favela" and it was around it that a series of other entries were recorded which ended up generating the elaboration of a "dictionary of the periphery", in order to bring the given senses of terms selected by the students when approximated to their daily lives and often confronted with senses that usually circulate in society. The conceptual basis is anchored in the theoretical contributions in the studies on Literatures in Kleiman (2005), Souza (2011), Rojo (2012), Reexistence letter Souza (2011), Multiletramentos Rojo (2012), Identity and culture Hall (2004) and (2013), gender and race relations in Lopes (2011), Pinho (2004), Sodré (1998), Hooks (2013), pagode baiano Lima (2016), Nascimento (2012), Mattos ), Franco (2014), education as freedom practice Freire (1989), Hooks (2013), and discursive genre Marcuschi (2008). The research is anchored in the assumptions of the qualitative methodology in Lüdke and André (1986) and is also supported by ethnographic elements André (2005). The results presented go beyond reaignifying the pagode baiano as a possibility to read the world from the artistic production of the peripheries, since the thematic sequence of the workshops privileged the multiletramentos and expressivity of the words that are also in circulation in the school, where the students themselves bring in their own bodies identities of their life histories. 

This work was carried out with the ninth year of Elementary School II, of the Maria Romana Calmon State School and had the objective of working with textual production through the genres, particularly the genre requirement, with all its technical specificity, its objectivity and its social and practical use. The research was applied in the third quarter of 2018, starting in October, following the calendar of approval of the research by the CEP (Research Ethics Committee) of UFBA. The research had the ethnographic character and was observed, through the application of a didactic sequence, following the principles defended by Dolz and Schneuwly (2011), as the students used the language to better argue. The uses of argumentative operators, as well as punctuation marks and structures that constitute writing in the cultured norm of the Portuguese language, were observed in order to reach the goal of convincing through language. After the application of an initial activity, modules were created with the purpose of working on argumentative operators and ways of using the argumentation in a more coherent and cohesive text. The result of this work was analyzed through a final written production, in order to observe the results of the activities developed through the modules. The main objective of this research is to work with written language, in order to use this form more and more to ask, request, request, since the student usually uses the language in his or her oral mode.

During the dialy routine in the Portuguese language classes, many time it was observed a commom questioning made by the students about the questions of the activities they should made: what am I supposed to do? This questioning revels that most students lacks discernment which is needed to execute exercises. It ends up affecting negatively the rates of learning results and reinforcing the idea of scholar failure. However it became noticeable that what generates this behaviour is not the lack of knowledge about the content studied, but the insecurity to execute the task by themselves and the fear of making a mistake. Observing this dynamics, this work presents the aspects related to the injuctive text – tipology presents in the statements of school activities. This aspects are going to be thought under the perspective of literacy, as I consider that the use of injuctions must be made through a educational practice which makes possible the effective participation of students in the learning process, the interaction with peers and the collaboration, and for that, I´ll be using games. The main goal, when choosing to work with games in this pedagogical proposition, is to rescue a playfull approach, making possible to have a more pleasant approach of a curricular content, rescuing the self-steem and granting autonomy to students through successful trials.

The scripture woven in this Academic Memorial, presents reflections on the intervention project entitled Orality and writing in the Center of the Wheel, between Oral Genres of the São Francisco River and the Writing Scale of Afro-Brazilian Narratives: Possible Readings, as well as on my auto formation process -reflexive. The project is the result of the uneasiness born in the discussions engendered in the Professional Master's Degree in Literature - PROFLETRAS / UFBA and my experience as a Portuguese Language teacher in the municipal school of Xique-Xique-Ba Polyvalent, realizing that my students, many of them Afro- children and grandchildren of fishermen, had not yet built a sense of belonging to their ethnic origins, much less considered the oral manifestations present in their family and social circles as important symbols of the culture of their region. Thinking then of enabling them an important experience for their formation as a human person and as a reader of literature, is the work of this reading project, presented here, the riverside narratives and the reading of an Afro-Brazilian literature of feminine writing, in an attempt in to make audible voices that could never be heard in school. It was also sought to provide a reader environment that culminated in important reflections for the construction and strengthening of their affirmative identities and in their constitution as a reader subject, through the reading and hearing of narratives, both oral and written, that represented them as riverside and Afro-descendants. As a result of the project, it is possible to recognize the need to continue bringing the oral language culture that is experienced by the students in their social and family environment to the environment of the Portuguese language classes, as well as a juvenile literature in which it recognizes positively as Afrodescendant , giving this subject conditions to build, as a reader, but mainly as a human person. The theoretical subsidies that guided the present research are related to the studies of Adichie (2017), Aguiar (2013), Alves (2010), André (2012), Bagno (2004), Cavalleiro (2018), Coll and Edwards , Cosson (2018), Dalcastagnè (2008), Dalvi (2013), Rezende (2013), Debus (2017), Figueiredo (2009), Franchi (2002), Freire (1979,1987,1998), Gomes Jover-Faleiros (2013), Jung (1993), Kleiman (2001, 2005, 2016), Matos (2014), Matos and Sorsy (2009), Munanga and Gomes Petit (2009, 2010), Ribeiro (2017), Rouxel (2013), Soares (2004, 2011), Solé (1998), Souza and Lima , Monteagudo (2011), Traça (1992). This research is also guided by Law 9394/1996, amended by laws 10.639 / 03 and 11.645 / 08, respectively.

This Academic Memorial presents reflections on the research of ethnographic character titled "It's our turn: retelling fairy tales from the study of different identity perspectives", developed from the Professional Master's Degree in Literature - PROFLETRAS. With the objective of carrying out a pedagogical intervention, the work started from the analysis of the reality presented by the group 8ºA (2018), from the Professora Suzana Imbassahy City School (Salvador, Bahia), in which biased attitudes and discourses were detected that referred to the standard heterosexual, masculine, white, skinny, European. Facing this reality, it was proposed to re-read fairy tales as a possibility for students to discuss and rethink such references, adapting magic tales to their realities, recreating these traditional stories, affirming their identities. I argue that this path of awareness also involves the urgent need to work on textual production, presenting the refactoring of texts and the interlocution throughout the process as an effective ways for students to appropriate writing in a critical and creative way. In order to support this research, the reflections of Marcuschi (2008), Dolz, Gangnon, Decendio (2010), Antunes (2003, 2017), Camps (2006), Garcez (1998), Bagno (2015), Neves (2002), Kleiman (2000, 2006, 2010), Dalvi (2013), Hall (2003, 2006), Munanga (2005, 2014), Pereira (2001, 2007, 2015), Adichie (2017, 2018), Batista (2011), Jovino (2006), Debus (2017), Freire (1979, 1987), Mendes (2000), Tatar (2013), Zipes (1991), Cândido (2012), Ziberman (2009) and Abreu (2006). This research is also based on legal devices: Law 11.645 / 08, Legal Opinion No. CNE / CP 003/2004 of the Ministry of Education and PCNs (1998).

The research "Dialogical crossings of meaning construction", identified if the students of the ninth year A, Estelita Municipal Gymnasium Eusébia Santiago dos Santos, would be able to produce, read and understand in a more critical way multimodal texts, after being subsidized by theories and interventionist activities permeated by dialogism. In this sense, I proposed to develop a Project of Intervention, through Didactic Sequence, composed of reading activities built in the light of multimodality and logical-semantic relationships established in memes. This research had the purpose of exploring the theoretical-methodological references inherent in the process of critical reading of the genre meme; reflect on reading practices in the classroom; plan, apply, and evaluate an Intervention Project to develop and enhance students' critical reading skills; to present the results achieved during the investigation of students' reading practices, analyzing the elements that demonstrate the understanding of multimodal texts, specifically memes, in a critical way to perceive racist discourses and symbolic violence against women in texts. Thus, from the perspective of action research, ethnographic, with emphasis on the qualitative aspect. The data were collected through the observation of the participants, questionnaire application, conversation wheels, initial production, didactic sequence activities and final production. The theoretical contribution that refers to this research came from authors such as Dawkins (2007) about the origins of memes, Bakhtin's dialogism (2011), the textual genres by Marcushi (2008), the multiletramentos by Rojo (2012, 2015), the theory of multimodality by Kess and Van Leeuwen (2006) and Ribeiro (2016), Dudeney (2016), Silva (2015), the logico-semantic categories by Pereira (2018), among other authors. It was found at the end of the intervention that pedagogical practices directed with the support of multimodal texts, specifically the memes, collaborate significantly towards the formation of critical readers, more qualified to exercise the role of citizen in a more complete and integral way by fomenting discussions of relevance .

This memoir presents the research project developed at Profletras UFBA. It brings the results of the study that investigated the development of reading for pleasure practices in the school context with students from the 8^thgrade of a public school located in Salvador, BA, Brazil. The aim of the research was get students closer to proficient, critical and enjoyable reading through varied text genres, with the intent of making students capable of assuming a critical posture in the face of life situations that will appear in their lives.Beyond that, the research wanted to help the student realize the importance of Reading habit for his social life, because when one reads a text, alone, one can understand and make his or her reflections autonomously. It is known that up to now that reading is one of the most important forms of developing the intellect and acquiring knowledge, and that’s why the work done went through many phases in order to stimulates these students deconstruct their old beliefs upon reading so they could experience this reading practice in different ways. This brought many reflections over the formation of readers in the public schools of Salvador, including my own praxis as a Portuguese language teacher. According to what was previously exposed, the qualitative research is based on the readings of Freire(1996), who brings a reflection over the role of the teacher in education who, according to him, is a facilitator of the learning process because no one teaches no one and nor learn alone, the student learn with the teacher and the teacher learns from the student so they learn together. In that sense I realized my pedagogical practice is to show my students the way, so that these students learn to think critically and may transform their own reality and become the owner of their own story. Some changes were made in my practice during the research, through the readings of Kleiman (2000), that inadequate teacher practice in the learning process tends to increase students’ difficulties. In that sense, I could perceive that the results of this research were satisfactory once these students could comprehend that Reading is not only decoding labels and receipts, but an important habit for all aspects of their lives. 

The objective of this work is to investigate which phonological aspects interfere in the writing of the students who enter the 6th year of the Escola Municipal Solange Coelho, causing them to commit orthographic deviations of different natures and not consistent with this level of education. Based on the considerations of some writers (NOBILE and BARRERA, 2009; MORAIS, 2010; OLIVEIRA, 2005) regarding the complexity of the writing system, these deviations are considered as reflections of the grafophonic relationships that students establish without understanding that such relations they are not always two sides. The methodology adopted will consist of an ethnographic research that will analyze the cases of more frequent writing deviations in the productions of students who present learning difficulties and, therefore, participate in reinforcement classes promoted by the school. The data were obtained during the accomplishment of a diagnostic evaluation that happened in the month of January of 2019 in the school unit. With the data in hand, we intend to categorize the deviations and promote pedagogical interventions, anchored in the principles of Phonetics and Phonology, in order to minimize the processes of more frequent deviations in student productions. In this perspective, the use of phonological awareness will constitute the starting point for the creation of hypotheses by the students in order to favor the improvement of writing through the appropriation of the orthographic system of the Portuguese.