This research investigates, through an action research, as literacy activities mediated
by genders tale and scientific poster allow the scientific literacy of active teachers in
the first phase of elementary schools of the Municipal Education in the city of
Araguaína through innovative methodologies. The action research was performed in
a group of the 5th year in a peripheral school in the city, where there is an
occurrence of large rates of students with difficulties in writing and teachers willing to
acquire knowledge related to working with text production. In this context, we
proposed pedagogical intervention strategies related to the developed work around
the text, in which the main tool is a teaching unit (TU) consisted of activities
organized around the pedagogical proposal of the Curricular Circuit Mediated by
Genre (CCMG). With this research, we investigated how a TU, consisting of activities
based on the proposal of CCMG contribute to the reading practices, text production
and linguistic analysis of the students involved and enables, through the scientific
literacy, contribute to the practice of the teacher involved. To support our
intervention, we did a study on literacy, emphasizing the scientific literacy, we
analyze how text production is oriented and the rewriting of through national and
municipal official documents and, finally, we thoroughly analyzed the Teaching Unit
proposed as a way of contributing to the scientific literacy through innovative
proposals. The results have shown that it is possible to innovate the Portuguese
Language classes through a teaching focusing on scientific and technological
knowledge, from the study of the language, and for this, it is necessary to reconfigure
the educational proposals in effect as a way to contribute to an education focused on
research and knowledge production.
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