The importance of reading, writing and orality in the FLE class plan: contributions to initial training and teacher literacy

Abstract

Through this theoretical essay, we promote a reflection on the teaching of the teacher of French as a Foreign Language (FLE), focusing on initial training and teacher literacy, proposing a model of class plan adjustable to the various themes taught in the classroom of Basic Education highlighting orality, reading and writing. Based on the experience with the initial training of the teacher, we concentrate efforts on the importance of the elaboration of class plans, identifying the place of reading, writing and orality, focusing on the process of teaching and learning the French language and, therefore, dealing with the class plan, its importance and composition, aiming at the classroom and the teaching practice of FLE. We developed an ethnographic research, since we supported ourselves in our teaching practice in supervised internship, observing the class plans and verifying the need to better direct the students, referencing ourselves in Anecleto, Miranda, Libâneo, Reichmann, Vian Jr., Rojo, among others. Thus, we verified that we can adapt the class plan to the particularities of each class, expand, reflect and problematize the possibilities of elaboration of the plan and, in this way, contribute to the initial and continued training of the FLE teacher.