Uma experiência didática de revisão de legendas no 1º ano do ensino fundamental

Abstract

The textual review carried out in 1st year classes consists of the process through which the child acquires knowledge about language while using it, rereading and comparing its production to other texts, whether or not written by her. It is considered a reflective moment that children develop in parallel with mastering the alphabetic writing system. The objective of this research is to analyze and reflect on how 1st year children review their writings and those of their colleagues; understand what strategies they use in classroom review situations and how justify. For data collection, a didactic situation was planned with articulated steps each other and progressive in its complexity, creating a production context that involved the whole class in a communicative purpose in which reading and writing made sense.