Pedagogia da alternância: práticas de letramentos em uma escola família agrícola brasileira

Abstract

In this thesis, we investigate literacy practices and events mediated by the Pedagogical Instruments on the teaching context of the Pedagogy of Alternation. The research is part of the investigative course of Applied Linguistics, using the literacy studies and mobilizing enunciative categories in the Benvenistean perspective to analyze textual productions. Given the nature of the study object and the social dimensions of literacy, we approach in the investigation the theoreticalmethodological proposal of the Pedagogy of Alternation educational system, the Pedagogical Instruments, the different execution stages of the themes addressed in Study Plans and the construction of the genre Notebook of Reality. The research has ethnographic nature, with a qualitative and interpretative approach in data analysis. The field study for data generation was developed over a longitudinal period in 2014 and involved the participation of 19 (nineteen) students and 09 (nine) collaborating monitors (teacher trainers) of a 1st Grade class of an Agricultural Family School located in the State of Tocantins. The records of this study are made up of audiovisual material - such as recordings of interactions in the classroom and activities developed by students in the communities, researcher’s field diaries, school-field documents, photographic records of activities, spaces and objects, in addition to texts of (16) copies of the Notebook of Reality, generated in the different execution stages of 08 (eight) themes of the Study Plans, in 2014. The Notebook of Reality - as a didactic-pedagogical instrument of the teaching units that adopt the Pedagogy of Alternation - is a discursive genre constructed during a school year concomitant with the study of (eight) different generating themes related to the activities on the rural environment and the reality of the young peasant. It is a genre that emerges from situations mediated by literacies situated in contexts of language use (school, family, community), from which students participate in the interactions (oral and written) to produce their texts. The results of the investigation pointed out that the literacy practices and events evidenced in the research transcend what the conservative school proposes to teach in terms of literacy; it is not a production reduced to writing by and for itself. In addition to interacting with the monitor, students also interact with the social actors of the local community, reinforcing that the training offered by the alternation in the Agricultural Family School is not limited to the development of only autonomous literacy. Furthermore, the analyzes whose focus are enunciative categories in the Benvenistean perspective revealed that the genres Notebook of Reality and Notebook of Attendance are an important place for records of activities and allow the student not only to highlight their experiences lived in the two spaces and formative times proposed by the Pedagogy of Alternation, but also express the reflection, the knowledge acquired, making the generalizations expected by the formation. Therefore, they are ways of systematization, immediately implicated with literacy.