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The objective of this paper is to present a reflection on the outcomes of activities under the PROFLETRAS (Professional Master of Arts / CAPES), with the development of research on literacy projects. For this research, it is considered the development of a literacy project with a group of 8 th grade of elementary level of a public school in Sao Paulo. In this context, it is discussed how such projects can constitute strategies of teaching practice which lead to the development of student’s writing as an emancipatory tool in the search for alternatives for a better education quality. The theoretical assumptions that underpin this research are based on studies on literacy and work with pedagogy of projects (KLEIMAN, 2006; SOARES, 2004, 2006; ROJO, 2009; OLIVEIRA et al., 2011).

Projeto de letramento: uma experiência de pesquisa no contexto PROFLETRAS