| dc.description.abstract | In view of the pertinence in constructing and cultivating humanistic and Christian values in a net society, using Bauman's (2001) vision, this article proposes to present a didactic sequence for elementary students II (6th to 9th grade) that incorporates the pedagogical-philosophical proposal of the Society of Jesus (Ignatian pedagogy) and the teaching of writing in Portuguese language. The idea is to enable Portuguese-speaking teachers of the Jesuit Education Network, as well as those of the Catholic and non-denominational network, to join writing teaching and humanistic values in acquiring writing activities, in their dynamics with textual genres and literacy practices. In order to fully train each individual within the community, and aiming at the full development of the talents, interventions will be proposed by means of didactic sequence models, one on the textual genre open letter to the UN, through the reflection proposed by the Fraternity Campaign of 2018: "Fraternity and overcoming violence". The present proposal is supported by the studies on the moral development of the child of Piaget (1932) and Kohlberg (1958, 1966, 1968), and is also linked to Kant's reflections on the moral principle in man. We used the methodological view of the Scheneuwly and Dolz (1997) School of Geneva, entitled "Didactic Sequence", with the support of the theoretical reference about the textual genres proposed by Marcuschi (2008). This work is justified by the fact that the activities with the text in the classroom should be the north for an effective teaching of the written language, within the propositions of the National Curricular Parameters (PCN) of the teaching of Portuguese Language. This proposal aims at a positive development for the acquisition of writing and, in this sense, the activities with text can not be developed in a static way and without connection to the life of the students, thus, we design a pedagogical model that involves the amplification of the activities of Portuguese language guided by the Ignatian propositions, which aim at the intellectual, affective and humanistic development, that is, the expansion of the child's talents. It is concluded that working the written language should be done through a planning in the form of didactic sequences, allowing a better practice and planning by the teacher, and a systematic and reflective learning with the textual gender taught to the students. | en |
