Navegando por Palavras-chave "Speech genres"

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    Gêneros do discurso e letramentos possíveis: um estudo dos cadernos escolares nas turmas de alfabetização de Jovens e Adultos no município de Guarulhos/SP.
    (Universidade Federal de São Paulo (UNIFESP), 2011) Pereira, Lays [UNIFESP]; Vóvio, Claudia Lemos [UNIFESP]; http://lattes.cnpq.br/6082754427382954; http://lattes.cnpq.br/9770017335263142; Universidade Federal de São Paulo (UNIFESP)
    This research refers to the study of the materialization of educational provision for non or poor schooled young people and adults. In previous research, we focused at identifying the material, cultural and didactic artifacts used for literacy classes for young people and adults in municipal schools from Guarulhos (SP). In view of the finding of informative potential of school notebooks, for they are constituted into privileged forms of teaching register (GIRVITZ, 2008), we set ourselves to continue the research, assuming the objective of inventorying speech genres and activities of reading and writing focused in this teaching modalities by analyzing this scope. We are especially interested inventory the compilation of speech genres that circulate in the literacy process, evaluating their relation with the variety and relevance before the multiple exigencies that contemporary world puts for young people and adults, and for school as the main literacy agency (KLEIMAN, 1995). We turn our attention to this teaching modality because it persists in Brazil a huge contingent of people who don’t know how to read and write or who didn’t finish their study in regular school (PNAD, 2010), despite the efforts for democratization of basic education. Our research has a qualitative nature (MARTINS, 2004; KNOBEL e LANKHSHEAR, 2008), since we made two studies in young people and adults’ literacy classes. One of them at “Movimento de Alfabetização” – MOVA Guarulhos; the other at “Programa de Ensino Fundamental Regular com Educação Profissional”, both iniciatives by the municipal government. We attempted to verify indications of literacy practices in the notebooks, assuming them as physical support of genres’ compilations and literacy activities and as social device, as defined by Girvitz (2008). Besides, we used some specific procedures: application of semi-structured interviews with MOVA’s technical section (SME/Guarulhos), school manager and teachers responsible for those classes. During the field research, we collected students’ notebooks, as well as teachers’ portfolios and planning notebooks. Based on the data and the collected material we saw little variety of speech genres and situations of reading practices, and sometimes texts were not even used in the events analyzed in the notebooks. The examples of reading practices we observed through analysis of the notebooks don’t cover the necessary literacy to insert people in literate societies like ours, not even the literacy that Rojo (2010) defines as fundamental in education, like the “multi-semiotics”. It is worrying when we observe the disadvantaged position of not or poor schooled young people and adults in literate societies. The goal of promoting literacy practices, fostering learning through situations related to the subjects’ social practices, seems impaired in the analyzed contexts.