Escrita dentro e fora da escola: experiências de crianças em uma comunidade rural

• Ano de defesa: 2015
• Autor(a) principal: Jacqueline Araujo Correa Mendes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Acesso; Letramento; Escrita; Disponibilidade; Fundos de conhecimento; Educação; Crianças Escrita; Alfabetização
• Link de acesso: http://hdl.handle.net/1843/BUOS-9VEQDY

The aim of this research is to investigate the presence and uses of writingin a rural community in northern Minas Gerais. The study has focus on children participation in literacy events inside and outside school. 60 families lived in the community in a total of 191 inhabitants. I had the opportunity to interact and conduct interviews with several residents of this community. However, literacy practices developed by 10 children, their families and their teacher have become the focus of this study.These children age ranged between 8 and 10 years and they studied in a multi-graded classroom at the community school. A social perspective of literacy was adopted, as proposed by the New Literacy Studies. By exploring an ethnographic perspective, a participant observation was carried out in 2012, in Ibiaí (MG). The study involved the use of semi-structured survey through questionnaire application, a fieldwork diary production, audio and video recordings and collection of written artifacts used and / or produced inside and outside the school. It was sought to describe and analyze the availability and access to writing skills both in the community and at school. The contrast between these two areas showed that multiliteracies occur outside school and that children find availability and writing access in and out of school. In contrast, the data also showed that, despite the availability of texts in school, within the classroom, the power relations involving the research participants in school activities passed through written materials, showing that the availability and access were also subjected to the teachers direction.