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This scientific paper aim to show that within curricular matrix of the graduation courses, the supervised curricular intership is presented as a fruitful condition to face the contemporary concerns of the educational field which manifest themselves with the input of the cyberculture. Underpinned in official documents about curricular intership; in studies about teacher training; and, on the concept of 'informational literacy', the scientific paper debate on the following question: How are the future teachers preparing themselves to lead educational processes aimed to students with partial continuously attention? In its conclusions, the scientific paper underscores the importance of the curricular intership in the face of demands of a broadly connected society, especially, with respect to students' reactions of the Basic Education to the stimulus who they receive of the world around they and of the informational world. [ABSTRACT FROM AUTHOR]

From the comparative reading of the novels Vidas secas, by Graciliano Ramos and Eles eram muitos cavalos, by Luiz Ruffato, this paper develops a proposition of didactic sequence to high school literature classes with the propose to approximate the elements of the novels that represent realist perceptions according to the narrator in different social and historical contexts. For that it begins with a discussion about literary literacy, more specifically about the approach of novel in classroom. Then it shows a propose of dialogic reading in which it evidence the realist perceptions created by the heterodiegetic narrators of Vidas secas e Eles eram muitos cavalos. Lastly directed reading strategies are proposed from the systematization of basic didactic sequences about those novels. It conclude that to work with novels by basic didactic sequence planned and elaborated with knowledge of students formation in high school is efficient methodology to teaching literature in school, mainly the public schools where reading and book acquisition process by the students were always a trouble in teaching/learning literature. [ABSTRACT FROM AUTHOR]

In the contemporaneity it is necessary to educate citizens with the capacity to communicate significantly so they can interact in a plurality of communicative situations, digital or not. Among so many demands, sometimes social, sometimes institutional, the literacy project is an opportunity for teachers and students to get closer to working with language in social use. This paper aims at sharing experiences of an organized literacy project in order to carry out a set of activities with reading and writing as social practices. It is an intervention proposal developed in a state school in the north of Mato Grosso State, with a 9th grade class. The problem situation arose from a fact narrated and debated informally by the students in the classroom regarding to vandalism at school. The theoretical basis has followed the perspective of a literacy project by Kleiman (2009) and Oliveira, Tinoco and Santos (2014), as well as the studies developed for Marcuschi (2004, 2008), Bortoni-Ricardo (2008), Rojo (2007, 2009), Rojo & Moura (2012), Dolz, Noverraz and Schneuwly (2004), among others. It has been looked for to reconcile study and dialogue, since in the literacy project students are also agents of their learning, reading and production, providing a reflective and collaborative space. The results show that the activities provided an advance in the students' writing skills, as well as in their argumentative competence. Through the interaction with digital technologies, they built knowledge in relation to the studied social phenomenon. They developed security and autonomy, and the most relevant, out of self-interest. [ABSTRACT FROM AUTHOR]