A influência do letramento escolar na construção de práticas de letramento familiar

Abstract

In Brazil, the importance of family participation in school success for children and adolescents has been discussed for years; however, there are few studies that discuss this issue, and the actions developed by schools, education secretariaries and governments are rare. To alleviate the lack of linkage between school and family literacy practices. In view of this national panorama, we intend, through this dissertation, to discuss the influence of a work of fomentation with practices of reading and writing for the construction and / or revitalization of the family literacy of students of a group of the 8th year of public school of the municipality of Natal. To this end, we have developed a Gender Didactic Project (PDG) aimed at the revitalization of literacy within families. The present research is an interventional research, more precisely action research (THIOLLENT, 1986) and adopts the perspective of qualitative data approach (BODGAN, BIKLEN, 1994). In the theoretical terms, it is based on the assumptions of Literacy Studies as a social practice (KLEIMAN, 2008; ROJO, 2009; HAMILTON, 2000; SOARES, 2003) in addition to papers dealing with family literacy (SANTOS, 2015, BRITO, 2016). We observed that the influence of a work of promotion to the family literacy, mediated by the school, points to the practice of reading and writing in the daily life of the families, as well as to the greater understanding, by the part of the parents, regarding the importance of valuing the work implemented by the school.