Expectativas de letramento de uma comunidade rural e o letramento sancionado na escola local : cooperação e conflito

AUTOR(ES)
DATA DE PUBLICAÇÃO

2003

RESUMO

The major premise of the school must be in a first appeal to promote the literate citizen. To reach such objectives it s necessary the school to know his particular social uses of writing, and then to show him other ones to attend his expectations about writing and reading. Ifs is a common sense that writing school practices are centered in the accurate transcription of the alphabetic code, and develop technical abilities that provide specific skills to be used inside the school. This way of conceiving the process of alphabetizing disregards literacy practices the student already knows, and shows us the ideology of the school that renders prestige to mainstream literate practices. Doing so, we are supposed to recognize the school discriminative assumptions, enhancing discrimination and social stratification. Recent researches like Barton s (1998) and Terzi s (1995) point out the problem of the lower means of literacy student that has literate practices different from those expected by the school and his difficulty in reading and writing, due to the lack of observation of his local literacies. This work focuses the conflict between the necessities and expectations of students of a rural community and the literacy approved in the school. We wish to verify if the school attends their expectations or if it is putting aside some practices of writing they expect to have there. As far as we are concerned the acquisition of literate practices empowers the student to make inner and social changes that we think this is the way people are supposed to take place in a literate society

ASSUNTO(S)

conflito social educação rural cooperação letramento leitura professores - formação

ACESSO AO ARTIGO

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