Aprendendo e ensinando uma nova lição: letramentos ideológicos e cidadania participativa em Itaúna/MG

Abstract

This work draws from the inconsistencies in the public education policies implemented by the current government of Minas Gerais. For instance, the imposition of standardized teaching tools and systemic assessments is at odds with the heterogeneity that characterizes the school institution, considered the main literacies agency in the model of society in which we live. The homogenizing vision of Minas Gerais' public schools makes it extremely difficult to plan and implement a series of pedagogical initiatives that aim to involve the community and its surroundings through actions that differ from one another. Without the autonomy to enhance the social and intellectual development of its historical and cultural subjects, the school ceases to be constructive, critical and questioning, to the point of favoring the formation of politically complacent citizens or, worse still, encouraging anti-democratic and inhumane behavior. In strict opposition to these principles, this didactic proposal was based on qualitative action research to investigate the ideological literacies mobilized by the students in the collaborative and participatory construction of a school project mediated by this teacher-researcher. Understanding language as a socio-interactional and dialogical activity, this dissertation finds support in authors such as Freire (1967, 1981, 1989, 2011), hooks (1994, 2017, 2020), Street (1984), Kleiman (1995), Bakhtin (2016), Rojo (2009, 2012), Souza (2011), among other thinkers who recognize in language a responsive character in the face of the demands that arise from the various contexts of interaction in society. In this sense, the research proposed here focuses on a perspective originally developed by Street (1984), which deals with the situationality inherent in any writing practice, asking how ideological models, typified by vernacular literacies, can contribute to the teaching and learning of the Portuguese language. Bearing in mind that the literacies practices contained herein are of declared interest to the participating students, this research reports and analyzes the protagonism of a class, 9th grade of Elementary School II, in the elaboration and realization of a project that was part of the annual culture fair of the school where this author teaches. The city of Itaúna/MG itself was chosen by the students as the central theme of the work, At the suggestion of this teacher, the city of Itaúna/MG itself was chosen as the central theme of the work, which triggered a significant feeling of belonging to the local culture, which they began to re-signify. The proposals that motivated the students' multimodal and multicultural productions required a critical approach to the literacies involved in each stage of the project, confirming the importance of Portuguese language learning practices at school being as close as possible to real situations in which writing is used.