Letramento e alfabetização no contexto do sujeito do campo

Abstract

Reflections on Rural Education have grown in the educational environment, due to the need for articulation between the contents studied and the social contexts of students. This work seeks to help promote literacy practices in the countryside, starting from a return to the notions of literacy and literacy, with the explanation of the possible implications of these concepts in educational institutions located in rural areas. The objective is to analyze the similarities and differences between literacy and literacy, focusing on two rural classes in the literacy process. As specific objectives, we have: i) discuss the notions of literacy and literacy, establishing their uses in the educational context; ii) differentiate the concepts of literacy and literacy, indicating the gains of pedagogical mediation based on the adoption of practices capable of ‘literacy through literacy’; and iii) analyze a teaching experience promoted in two 1st and 2nd year classes in a rural school. The focus is on research of a qualitative, exploratory nature and focused on reflections on the importance of pedagogical practices that enable literacy and literacy in a broad perspective, which values the knowledge and social contexts of subjects in the field. We conclude that biasing literacy towards a pure conception of repetition and mechanization of learning the code makes it difficult to build knowledge, requiring the construction of meaningful literacy practices that promote reflection and critical thinking.