O letramento literário em uma comunidade rural do pontal do Paranapanema

• Autor(a) principal: Andrade, Juliana Carli Moreira de
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4193
• topic: Letramento literário; Letramento; Leitura; Comunidade rural; Escola.; Reading; Literacy; School.; Linguística, Letras e Artes; Letras

Current research surveys and investigates practices and supervision of students' literary literacy of a rural community within the school and out of school contexts. The terms literacy, literature and literary literacy were discussed to understand aspects of literature and linguistics that pervade the construction of literary literacy. Escarpit (1969, 1974), Kleiman (1995) and Street (2003, 2006) were the main authors that foregrounded the theoretical basis of current research. Video-based participating observation, interviews, questionnaires and document analysis were employed for data collecting. The use of the above-mentioned tools was based on the qualitative approach; or rather, data were collected personally by the interviewer from the researched community and the researched subjects. Emphasis on the qualitative approach verified the manner subjects undertake their activities, a certain issue is discoursed, adopted procedures used for the solution of the issue and the way the issue makes them aware of their place within a determined social space. Field work was undertaken in a rural community in Pontal do Paranapanema, at the most western tip of the state of São Paulo, Brazil. Current analysis surveyed the practices of school literary literacy and researched subjects' literary literacy supervision. Subjects were students of the upper Primary School. Results show that school literacy practices reach the Literacy Autonomous Model since meanings proposed in text reading are not built through analysis but are relayed by the school children according to the tenets of criticism, the textbook and the teacher. Literacy supervisions are generally modeled by the school which is the sole agent of reading in the community. Notes that converge towards the construction of certain presuppositions for a didactics of literature teaching in similar communities are outlined.