My choice is directly related to the way I believe education should be based: the capacity for investigation and inquiry is fundamental because it allows students to establish autonomous relationships in their search for other topics. This is fundamental for a sequence that foresees students active in their communities, but with global understandings of realities and concepts, from a critical and heterogeneous perspective of the world. In the case of assessments, they are no less important, but they permeate the entire process, making the student himself understand that self-assessment is a method of learning, not just charging.

 
 

My choice is related to the perspective that language is based on the ability to communicate, verbally or not, and that this is the first step towards social articulation, reading, exchange, investigation. Knowing how to use language's own tools is the basis for any human relationship. Even though the capacity for critical and analytical thinking is of great importance, it only makes sense if there is a space for this sharing, projecting both individualities and collectivities as constructions imbricated in themselves.

 

3 - I believe that with the models and suggestions from colleagues, I will be able to expand my repertoire and go beyond the traditional constructions of Brazilian education, which often does not give autonomy and does not encourage students to be critical and to establish horizontal or peer relationships in classrooms.

4 - I would like to be able to contribute with the students use of writing and reading as resources for 1) building their identities, 2) their personal relationships and careers, 3) using language, literature and writing as a possible space for expansion of critical and artistic thinking.

The author of the text builds a dimension in which the study of literature is not separate from the rest of the study of language. This is of great importance, since literary texts can be interpreted, read and constructed in constant correlation with non-literary perspectives, and both can be the basis of symbolic, social, identity, plural and critical communication. Thus, it seems that the author's intention is to show how much the objectives of the language area are related to the integral education of a student, and not just to parts of their intellectual construction.

It is possible to notice a series of ideological aspects in the text, especially those that point to the character of "creation" of experiences and spaces, and not the simple appropriation of existing experiences. This reverberates a perspective of originality, important to the reality of learning. However, the phrases that most marked, in my perception, the ideological character of the text have to do with the idea that experiences "may or may not be included in the DP", and this seems to mean that the experience itself is beyond a bureaucratic systematization, including an everyday, continuous and systemic proposal of knowledge, going beyond its formalization.