Memórias de alfabetização no espaço doméstico: mobilizações e estratégias familiares em torno do ensino-aprendizagem da leitura e da escrita. (MG- 1950 /1960/ 1970)

Abstract

The present research aims at understanding the processes that involved the transmission and learning of reading and writing skills that took place within the home environment by children who lived in the rural zone during the period from 1950 to 1970. There has been an effort to relate the learning of the reading culture to the influence or to the lack thereof of scholarly familiar practices, trying to understand how the influence of school penetrates in the home environment, as well as how other social instances may also be influential in such a process. The choice of the time span selected for this work is based on the data associated with six subjects we managed to locate in our investigation and in documents on memories of the process of literacy. Concerning the methodological plan, oral history was chosen since it is an approach that allows direct access to subjects and their perceptions on their perspectives of their own experiences in relatively recent moments. From the theoretical point of view, this work searched for a dialogical relation between the studies on literacy and written culture that highlights the different ways of participation of subjects in the cultural practices related to writing through various instances of socialization. Concepts related to scholarly culture and studies on the history of literacy were substantial for understanding the different modes of transmission, the material and teaching aids as well as the relation between how familiar practices, teaching aids and scholarly institution actions relate. The analysis of the home environment practices on the transmission of writing and its usage seems to have make up for the family strategies concerning the transmission of writing and reading skills, the context of literacy within the home, the materials available, the capital either acquired of inherited, teaching and learning strategies. The results of the present research indicate some relevant motivations of the family concerning such a transmission: to learn how to read and write at home because of protective actions, or for the distance between home and school, for the lack of facilities of transportation to and from school, for the reason of being a female, and also for personal interest. There are also evidences of the parents investments on the teaching/learning of technologies of writing for their children from the age of 5 on. Experiences of transmission of the teaching/learning processes relate to subjects and methods used by schools, however, some singular aspects show innovative means of transmission and the relation of such processes to the various means that families attribute to the reading and writing skills, such as, teaching intentions, commercial activities, religious purposes, or, simply, for personal interest.