A cultura linguística popular e as práticas de letramento na escola: valorização ou silenciamento?

Abstract

This research aimed to observe whether literacy practices that value popular linguistic culture are developed in the school context. The term refers to local linguistic variants, oral linguistic literature, oral linguistic traditions and idioms of the Mother Tongue, concepts that are aligned to the literacy conceptions advocated by researchers of the New Literacy Studies, such as Barton (2004); Street (2003); Terzi (2003) and Torres (2009). For these researchers, literacy is a variable and socially dependent phenomenon, as they consider that literacy practices are contextualized and permeated by the ideologies, beliefs and values of the speakers, and reflect the power relations that are embedded in social spheres. From this perspective, reading and writing only make sense if studied within the context of the social, historical, political and economic practices of which they are part (STREET, 2003; GEE, 1998). The objective of the research was to know and describe, through the teacher's literacy practices, whether they bring themes about popular linguistic culture in Mother Tongue classes, in a class of the first year of high school, in a public school. It was used a qualitative research with an ethnographic profile, and it was also used the method of participant observation in order to describe the teacher´s particular ways of approaching writing and reading, when developing literacy practices with their students. Considering that our reading and writing practices are greatly influenced by our conceptions of reading and writing constituted in the past (BARTON, 2004), a semi structured interview was proposed for the teacher, with the intention of getting to know their conceptions about these objects. Some results revealed that many of the teachers' conceptions of literacy are aligned to the ideological model of literacy, as proposed by (STREET, 1984, 2003, 2006, 2014), at the same time that others reflect an autonomous literacy model, highly recommended in Brazilian schools of basic education.