A apropriação da leitura e da escrita em sala de aula com os recursos tecnológicos

Abstract

Reading and writing are social practices that complement each other and have a great importance for cognitive and imaginary development. And they are understood as the two faces of written language, with reading being the receptive face and writing the expressive face, so reading and writing do not occur voluntarily, they depend on a plan that must be prepared at school with the help of a pedagogical team, so these two skills is a complex process that involves the mastery of the alphabetic system. In schools, the use of technological resources to assist in reading and writing practices can provide new understandings in teaching, bote for teachers and expansion of knowledge for these new teaching possibilities for students who were born in the age of technology and need to lera how to deal with these technological resources that will always be part of their lives, being able to expand the relationship between master and apprentice. In this monographic work are. This research aims to understand how the reading and writing process occurs in the classroom and how the absence of these habits impacts the individual's social life. To carry out the research, the following works were chosen as sources: Theodoro (2005), Ferreira (2005), Fagundes (1989), Mendes (2003), Marcuschi (2007), Regina (2018), Aparecida (2010), Soares (2012), Martins (2004) among others. The texts on the subject were read from the following categories: Literacy, reading and writing paradigm, literacy, teaching, learning. This research aims to understand how the reading and writing process occurs in the classroom and how the absence of these habits impacts the individual's social life. Keywords: Students, Teachers, Reading, Writing, Technology, Internet.