Projeto de letramento: memórias de Ielmo Marinho

Abstract

This research arises from the principle that every place has a history which is configured as memories about knowledge and traditions that span generations. These situational practices can awaken value awareness and cultural production, as in the case of the municipality of Ielmo Marinho/RN. In this process, based on the development of a literacy project, we focus on reading, writing and speaking as social practices of language use from a dialogic and collaborative perspective in Portuguese language classes. To develop this research in the school environment, we defined the following research questions: (I) what reading, writing and speaking practices can be developed around the literacy project based on memories of Ielmomarinhense people? (II) which local narratives of Ielmomarinhense people can be mapped through a literacy project? (III) how to carry out a network of activities in a literacy project based on the memories of Ielmomarinhense people? (IV) how to retextualize the municipality’s local narratives in the classroom? To answer these questions, we defined, as a general objective, to discuss reading, writing and oral practices around a literacy project based on the memories of Ielmomarinhense people. In order to achieve this, we have the following specific objectives: (I) map the local narratives of Ielmo Marinho through a literacy project; (II) present a network of literacy project activities based on the memories of Ielmomarinhense people; and (IV) analyze the local narratives of the municipality retextualized in the classroom. This research was carried out in the 8th grade at Escola Municipal Senador Jessé Pinto Freire, in the municipality of Ielmo Marinho/RN, during the 2023 school year. Regarding methodological assumptions, this action research is qualitativeinterpretive in ethnographic bias. As literacy agents, we rely on the collaboration of the management team of the school, students and external collaborators to generate data. We carry out literacy events with telling and producing narratives in the classroom and in spaces throughout the municipality. The instruments used were field notes, photographs, audio recordings and copies of stories retextualized from oral to written. As results, we have the construction of linguistic knowledge, the appreciation of the historical and cultural context of the municipality, through literacy events, externalizing cultural knowledge that permeates several generations, such as the beliefs and stories of the communities of Poço Limpo and Fazenda Potengi, Umarí and Nova Descoberta, practices from which discursive genres emerged involving reading/listening, oral, written and multisemiotic texts, inspired by local stories, intangible heritage of the municipality of Ielmo Marinho/RN.