A ampliação do letramento nos anos finais do ensino fundamental: práticas muito além da sala de aula em uma escola pública do sul de Minas

Abstract

This dissertation focuses on the development of literacy events and practices in the context of the school, as decisive factors that directly affect the process of expanding students' literacy. Even today, despite advances in research and investment in education, a significant proportion of students from public schools have presented poor reading and writing performance in the various education segments, even after many years of schooling. generated exclusion of these subjects from society, increasingly literate and grafocentric. On the other hand, another portion of students, also from public schools, has shown a better command of the language and of the different literacy, achieving a better performance in the academic and social demands. This dichotomous reality raises the reflection about what is happening in the process of schooling of these students, evidencing the need to know better the literacy practices in which they are involved. Thus, this study had as general objective to know the events and the practices of literacy to which the students are exposed in the final years of Elementary School, in the context of a public school situated in the South of Minas Gerais, with a view to identify which of these practices and events allow a greater expansion of the literacy of these students, in face of the reading and writing practices demanded by contemporary society. It is a qualitative research of an ethnographic and interpretative nature, focusing on the final years of elementary education, a segment that still demands many investments and research. In order to collect and generate data, in line with the educational research reference, different instruments were used, with emphasis on participant observation, interviews, documentary analysis and the use of photography as an imaging resource that records and documents the events of literacy. The research, based on the observation of the events and the literacy practices in the context of this school, points to the relevance of developing practices that make possible the real use of writing and reading in the school context, and the importance of the role of school in expanding the literacy of students and access to new literacies, especially for the students of the popular classes. It is hoped that this study can be a contribution to understand what has been happening in the process of literacy of students at the end of Elementary School. The research aims to identify and discuss the factors that influence the amplification of students' literacy, in order to present elements that make it possible to understand the process of literacy in the context of the school and its interface with the uses of the language outside it. In this way, the research seeks to present elements that can contribute to the reflection about the role of the public school as primary agency of literacy, considering that reading and writing are powerful tools to enable greater insertion of the subjects in the literate society and, consequently, achieve greater citizenship and human development.