Scholar Literacy: Interculturality and power in the writing of an opinion article in integrated high school

• Autor(a) principal: Dalla Vecchia, Adriana
• Data de Publicação: 2019
• Outros Autores: Jung, Neiva Maria, Petermann, Rafael
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Entrepalavras
• Texto Completo: http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1372
• topic: Literacy. Interculturality. Opinion Article.; Letramentos. Interculturalidade. Artigo de Opinião.

This article presents a reflection about writing in Basic Education, considering language and writing as situated social practices (STREET, 2014; KLEIMAN; ASSIS, 2016). The objective in this article is to identify if there are “cultural models” of writing, guiding students’ productions, and “hidden dimensions” in the process of writing an Opinion Article in a context of professional training in Technical Course Integrated to High School at a Federal Institute of Science and Technology. We start from discussions of researches on academic literacies that inquiry about interculturality, power and identity, that result in “hidden dimensions” in processes of written production of academic genres. In methodological terms, this is an linguistic ethnography (GARCEZ; SCHULZ, 2015), which analyzed texts produced by 18 students during Portuguese and Brazilian Literature classes in the third year of the Technical Course in Integrated High School Computer Science. The results present that the students showed their world perceptions, articulating dialogues between the cultural model in which they are inserted, which Street (2014) recognizes as vernacular literacy, and the cultural model proposed by the school. In the texts, occurred a process of meaning production that indicates the interculturality and how these students perceive the themes discussed and how these are part of their repertoire and, by extension, their life. It was possible to identify two “hidden dimensions”: the first one related to the theme, which may improve authorship or production of a text; and the second related to interculturality and power relations negotiated and / or articulated through social voices brought from the supporting texts.