Práticas de linguagem na Amazônia Paraense

• Autor(a) principal: SILVA, Carlos Antônio de Andrade
• Data de Publicação: 2021
• Outros Autores: NEVES, Miranilde Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional do Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA)
• Texto Completo: https://doi.org/10.17921/2447-8733.2021v22n2p236-242; https://repositorio.ifpa.edu.br/jspui/handle/prefix/237
• topic: Linguagem; Pedagogia da alternância; PROEJA; Language; Alternation pedagogy; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This research present the students, teachers and coordination view on the language practices of students from the Paraense Amazon in technical courses integrated to High School, from the Pedagogy of alternation: students have classes in one academic period and in another period they return to their rural residences to combine the knowledge received at school, with the work practices where they live. This research is about young people and adults from five cities in Pará: Abaetetuba, Castanhal, Magalhães Barata, Santa Isabel and São Domingos do Capim, who work in the family agriculture production chain, especially in the production of açaí, flour, fishing, livestock for cutting and milk production. They are students of the Agricultural Course of PROEJA - National Program for the Integration of Professional Education with Basic Education in the Modality of Education of Youth and Adults. It is intended to demonstrate in this study, the construction of literacies during this teaching. Authors were selected who investigate alternation pedagogy, rural education and literacies to support the theoretical part of the research. We opted for the qualitative and quantitative methodology, in the case study modality and with the application of semi-structured questionnaires and documentary analysis. The results obtained revealed that the teachers work the literacies, however, the pedagogical practices do not always happen in a dialogical way to the students' socio-cultural and work context. At the end of the research, it was evidenced that literacy practices should be designed for the social, political and economic development of students in an environment that links students' prior knowledge to these practices.