Sabores da terra e saberes plurais: o tempo escolar e o tempo da vida em uma perspectiva dos letramentos críticos

Abstract

This research has as its object of study the way in which community knowledge is articulated with school knowledge in educational institutions and, consequently, how this articulation contributes to the critical and civic education of students. Carrying out this study is mainly justified by the distance between pedagogical practices and the students' real world. The research's general objective is to understand the reasons why collaborative participation and the articulation of school and community knowledge, through literacy projects and workshops, enhance the training of students, seen here as cultural researchers. As specific objectives, the study intends to: 1) analyze whether and how literacy workshops can favor the articulation between school knowledge and community knowledge and the collaborative participation of literacy agents in the construction of knowledge; 2) point out and describe literacy resources and artifacts that enable the engagement of students and other literacy agents in school practices, mobilize their knowledge and skills and value their condition as protagonist, active and critical learners; and 3) argue in favor of literacy events and practices as teaching devices that offer potential to promote the construction of young researchers interested in recognizing and valuing local culture inside and outside the school walls. Theoretically, this research is based on theoretical constructs arising from literacy studies (Street, 1984; Baynham, 1995; Kleiman, 1995; 2000; Oliveira; Kleiman, 2008); the guidelines of critical pedagogy (Freire, 1989; McLaren, 1997) and the pedagogy of alternation (Cordeiro et. al., 2011); theory on the ecology of human development (Bronfenbrenner, 1996) and reflections on the concepts of epistemic curiosity (Freire, 1999; Oliveira, 2021), student researcher ( Demo, 1996; 2002; Egan-Robertson ; Bloome, 1998), culture and language (Attali, 1991); situated literacy (Barton, 1998), literacy projects (Kleiman, 2000; Oliveira; Tinoco; Santos, 2014; Oliveira, 2016), literacy events (Heath, 1982), literacy practices (Street, 1984; Hamilton, 2000) and multiliteracies (Rojo, 2009). Methodologically, the research follows the qualitativeinterpretivist model (Moita Lopes, 1994; Erickson, 1990) with an ethnographic bias (André, 2005; Kleiman, 1998). The data was generated from interviews, documentary materials (student texts) and field notes relating to the literacy workshops carried out. This research allowed us to understand that literacy workshops are important teaching devices that value all social practices in which students are involved, linking them to school content. This revealed how the relationship between school and community can build engaged students and researchers of their own culture.