"Pra ler pra onde eu vou e pra onde eu volto": Um estudo de caso sobre as práticas socioculturais de letramentos na Educação de Jovens e Adultos

• Autor(a) principal: Ribeiro, Vanessa Teixeira
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/13922
• topic: Young and Adult Education; Sociocultural practices; Literacy; Events and practices; Educação de Jovens e Adultos; Práticas socioculturais; Letramentos; Eventos e práticas de letramentos; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This research is based on the ideological model of literacy (STREET, 2014), highlighting the importance of the subjects of discourses and their cultural ways of using writing. Our goal was to investigate the sociocultural events of literacy experienced by the students of Adult and Youth Education outside the school, considering that the understanding of students' conceptions is fundamental for the construction of a culturally sensitive curriculum. We start from the observation that students value school reading and writing practices, but do not recognize their own non-school uses as legitimate practices. For this investigation, we designed a qualitative-interpretative case study (YIN, 2001) and data were generated in the context of the teaching practice in a municipal school in the city of Maricá / RJ,, in a multiseriate class of II and III phases of the EJA and also in the observation of literacy events outside the school. The approach is based on the perspective of the New Studies of Literacy (STREET 2014; GEE 2008), which point to a broader view of the concept of literacy, understood as social practice, recognizing that the meanings associated with reading and writing are rooted in social relations, including power relations. We also we also referred to the field of Applied Linguistics, considering the heterogeneity of its researches, which seek to understand and examine questions of language use in different contexts and in an interdisciplinary way (MOITA LOPES, 1996). We understand that texts can be organized through written, oral, imaginary and other semiotic modes, as well as by the articulation / integration between them. However, it should be noted that, as our results indicate, the students whose practices we investigate, even as they do use multimodal texts, as we have showed in this investigation, conceive reading as a process that is associated only with writing. Thus, we focused on literacy practices in wich written texts were present. We believe that this research can contribute to the understanding of the students of the Education of Young and Adult - so often silenced by the very society to which they belong - as cultural subjects and authors of their own history, so that the school is a space of meaningful participation that respects their voice.