Práticas de letramento em uma escola do campo: uma análise na disciplina de língua portuguesa

Abstract

This dissertation was developed in the Research Line "Education of the Field" and relates to the Letting Practices, from the studies on Social Writing of Brian Street and his interlocution with school practices. The research is a case study and had the purpose of describing the pedagogical practice of the educator of Portuguese Language. From the qualitative methodology, participant observation was the main strategy used for data collection, recording interactive situations between the educator and the students in a field diary and through a voice recorder. To better describe the literacy practices developed in the classroom, interviews were conducted with her and with the students. Throughout the course, in the visits to the school, in the observations of the classes, in the interviews, the intention was to describe the practices that contribute to the formation of a literate subject that is able to understand not only what involves linguistic, historical, technological aspects And others, but also to understand and value the environment in which he lives, his knowledge and the culture of his people. With regard to literacy practices, it can be seen that the pedagogical practice of the educator was based on different perspectives, on the psychogenesis of written language, on literacy studies, on the social context in which students live, indicating the need for different methodologies for The teaching of reading and writing for the students of the field. Among the classes observed, the importance of the explicit pedagogical intervention of the educator was evidenced, as far as the process of literacy is concerned, in order to enable students to learn, starting from the knowledge of each one to arrive at the conventional form of reading and Writing, literacy. After the observations, 20 classes were selected for analysis. The units of description were literacy events, constituted by the oral, reading and writing elements. And, finally, I share the didactic sequences developed by the educator, referring to the work developed with the textual genres, which contributed to the literacy process of the students of the field, leading them to know the reality of the world around them and their own reality.