Alfabetização de jovens e adultos no MST na perspectiva das variedades lingûísticas

• Ano de defesa: 2003
• Autor(a) principal: Giovana de Sousa Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Variedades lingûísticas; Alfabetização; Educação popular; Educação de Jovens e Adultos Países de língua portuguesa; Lingüística
• Link de acesso: http://hdl.handle.net/1843/IOMS-5W4JCA

This work has as central objective to seek and analyse the positions about the linguistic varieties in printed materials, and in practical teaching of Youth and Adults Literacy of MST (The Landless Rural Workers Movement in Brasil), starting from the experience on 2 de Julho Camp, in Betim, metropolitan region of Belo Horizonte. The data were canght: from MST Education booklets 3 and 4; from interview with local teacher; from interview with members of both State and National Education collectives; and from the observation on field-work. It could be noticed, throughout analysis, a diverse treatment of the linguistic varieties. The identification of the official linguistic variety, as a neutral code to be transmitted and acquired first of all to allow the access to knowledge of non- linguistic nature, showed the absence of theoretical deepness about the social, cultural and historical aspects of the language, as much in the written documents as in the subjects speaking and pratice. On the other hand, the effective link of the literacy process with MST political and pedagogic principles showed be able to create postures and teaching practice, marked by the legitimization of unofficial linguistic varieties and by the multiplicity of uses and functions of the language. So, to subdue this contradictory picture, it can be said that the language should be treated, during the formation of the teachers and during the literacy, not as a mere instrument or code to be acquired to the access to knowledge of nature non linguistic, but as a knowledge object and an object of social intervention.