2026-05-022026-05-022024-04-25AVIZ, Larissa da Silva Costa. Ampliação das práticas do projeto de extensão “Circuito de leitura” para a abordagem da escrita e da oralidade em perspectiva dialógica e decolonial. Orientadora: Isabel Cristina França dos Santos. 2024. 101 f. Dissertação (Mestrado em Letras) - Instituto de Letras e Comunicação, Universidade Federal do Pará, Belém, 2024. Disponível em: https://repositorio.ufpa.br/handle/2011/18170. Acesso em: .https://repositorio.ufpa.br/handle/2011/18170This research has as its theme the expansion of the practices of mediators (scholars from the Conexões de Saberes extension program, who are from different undergraduate courses at UFPA) working in the popular education project Reading Circuit: reading to be happy. This project, which is developed in public schools, is linked to the UFPA Conexões de Saberes extension program. To this end, we aim to enhance reading activities, already developed, to be linked to writing and speaking, with the hypothesis being the development of learning based on discursive genres. From a theoretical point of view, we are based on philosophical-linguistic studies from the Bakhtin Circle on discursive interaction, and on its signatory Geraldi, who deals with the conception of language as a form of interaction; We also look at decolonial studies discussed by Walsh and Freire's theoretical contributions to education. The thematic focus of this research is the appreciation of students' experiences in the Amazon from a decolonial teaching stance on the part of the mediators who work with them. We justify the fact that this theme is still little disseminated in the classroom, including in the state of Pará itself. From a methodological point of view, the approach is qualitative and the types of research are action research and collaborative research; the collaborative intervention was carried out in the Reading Circuit actions by me, as a researcher training the mediators, and in the final years of elementary school in the 7th year class of a public school in the city of Ananindeua-PA. The teaching proposals were carried out over three months and had the following discursive genres: Amazonian narratives, conversation circles about indigenous peoples, writing advertisements for typical Pará products and the production of interviews by students, with the aim of exchanging knowledge about their region (traditional narratives of the original people, local cuisine, state artists, etc.). Our results showed broad development of teaching methodologies for the triad of reading, writing and speaking by the project mediators, which are focused on the real and situated use of the language in a way that values the life trajectories of the students served by the popular project Circuito de Reading: reading to be happy.Acesso AbertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Projeto circuito de leituraDecolonialidadeGêneros discursivosMediadores de leituraReading circuit designDecolonialityDiscursive genresReading mediatorsDissertaçãoCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAENSINO-APRENDIZAGEM DE LÍNGUAS E CULTURAS: MODELOS E AÇÕESESTUDOS LINGUÍSTICOS