Sentidos escolares da escrita nas práticas de produção de texto em uma sala de aula do quinto ano da rede municipal de Belo Horizonte - MG

Abstract

The ways in which individuals relate to reading and writing, in the most diverse areas of life in society, such as family, school and work, are targets of expectations of the other actors that make up these domains: parents and / or guardians, the management and teacher staff, the government. The study of the uses of reading and writing leads us to positioning writing in a given social group, considered that, in a heterogeneous society, these social places are neither unique nor homogeneous. This perception, in turn, cannot be considered outside of power relations, since there are ways of relating to writing that are considered more appropriate, which gives them greater power, in relation to the others. The school, being the institution responsible for reading and writing, is legitimized as the main literacy agency. In this sense, there is an appreciation of literacy disseminated by the school, seen as dominant, in relation to the other social literacies. It is in this context that this study was designed and its central objective goal is to analyze the school meanings of writing in the production practices of texts written in the fifth grade of a school in the Belo Horizonte Count. The specific objectives were defined in order to investigate the strategies used by the subjects for the construction of meanings in text production activities, relating them to the reading and writing practices projected as school expectations. The literature review seeks to address topics relevant to the research focused on issues related to the relationships established between schooling and literacy; orality and writing; text, reading and writing; the classroom and interactions; the classroom as a space for different cultures. The field research took place between February and December 2019 through participant observation, using field notes, videos, photographs, interviews and documentary analysis. The conclusions point out that the writing practices related to the production of texts are signified from the possibilities of participation, access and appropriation of writing in the classroom space and from the interactions that occur around the written text, corroborating the idea of that the text construction process is a discursive activity, since whoever writes or speaks, does so considering the conditions of production and the possibilities and limits that the uses of language impose on them. As for the students and their relationship with reading and writing, the results showed that these subjects signify these actions according to the uses they make of them and in view of the degree of difficulty they encounter in carrying them out, expressing a certain concern in delivering to the reader a good job, or an acceptable production from the school perspective. The results also show that there are different expectations circulating among the different spheres of life in society, about the way students produce written texts and that these expectations are tensioned at school, a space considered responsible for literacy.