Letramento de Reexistência Research Papers (original) (raw)

The aim of the research was to investigate the literacy practices constructed by a Portuguese Language teacher for the teaching of reading and textual production in a public high school in Belém-PA, considering the local training demands and the training purposes of the level of education. In order to carry out the research, an ethnographic research was carried out in a state school during the 2016 school year. The research was carried out in an ethnographic fashion (VÓVIO E SOUZA, 2005; MOITA-LOPES, 2013; GARCEZ and SCHULZ, 2015; the theoretical referential convened includes: conceptions of writing and literacy as a sociohistorical manifestation, anchored and re-signified in different sociocultural contexts (KLEIMAN, 1995, 2016; BARTON AND HAMILTON, 1998; JANKS, 2010, 2012, 2016; FREIRE, 2011; ROCHA AND MACIEL, 2013); the debate promoted in the field of Education and Applied Linguistics about High School in Brazil and the practice of teaching Portuguese, taking into account the social and power disputes that inscribe it as a profitable and pertinent field of theoretical and applied research (BUNZEN E MENDONÇA, 2006, 2013; SILVA, 2012, 2015; KRAWCZYK, 2009; FRIGOTTO, 2005). In this paper, we present the results obtained in the literature. The analysis of the data signaled to the following configurations of the teaching work: (i) in the first semester of work, a teaching practice more focused on reading teaching, focusing on the discussion of social themes, from vernacular texts, in order to try to engage them not only in school activities (research, seminar, reading and analysis of texts), but also to a social engagement, close to a critical, participative, politicized education that would have as purpose the construction and the accomplishment of an social action: a walk through the streets of the neighborhood; (ii) in the second semester of work, a teaching practice more focused on the teaching of writing in an essay, basically developed from the discussion of social themes, reading texts linked to a more didactical and formal sphere and presenting a writing model. In this sense, it is perceived that the teaching practice seeks to meet different needs that are reflected in the field of re (construction) of the curricular praxis of High School. On the one hand, the appreciation, recognition and visibility of a local / vernacular context, in order to problematize about the surrounding reality, trying to put the subject as protagonist of a literate citizen formation. On the other hand, the didactical actions are aimed at attending to a school demand, in the sense of socializing a legitimized knowledge, which, in theory, would contribute to refer this subject to higher education. The conjugation of the attendance to this demand constitutes a work of teaching of reading and writing directed to the resistance and the survival of these populations, in a context of extreme social vulnerability, located in metropolis of the Amazon.