LITERACY PRACTICES INSIDE QUILOMBOLA’’S COMMUNITIES: a discursive, social and critical perspective of speech

• Autor(a) principal: Freitas, Vera Aparecida de Lucas
• Data de Publicação: 2018
• Outros Autores: Santos, Edinei Carvalho dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Observatório
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5618
• topic: Literacies; Quilombola context; Speech; School; Literacies; Quilombola context; Speech; School; Literacidades; Contexto Quilombola; Lenguaje; Escuela; Literacidades; Contexto Quilombola; Lenguaje; Escuela; Letramentos; Contexto Quilombola; Linguagem; Escola; Letramentos; Contexto Quilombola; Linguagem; Escola

This research aims to analyze literacy practices inside a quilombola context, starting from a micro (classroom) to a macro (community) context. Ultimately, it also searches to comprehend the interrelation of practices processed between both contexts. The contributions of Sociolinguistics (Antunes, 2008; Bagno, 2002, 2007; Bortoni-Ricardo, 2005) and Literacy Studies (Kleiman, 1995; Rojo, 2009; Soares, 2003; Street, 2007, 2008; Street e Street, 2004; Tfouni, 2006), among others, have been adopted as references. The results show that literacy is used by the sample group, in its daily life, in different ways, based on the several conceptions of reading and writing, and speech, as well as in accordance with the different usages of literacies, which are materialized in different social contexts of the community. In addition, the study emphasizes the necessity of linking practices processed in school with the multiple literacies present in the community context.