Os usos da escrita de jovens estudantes do ensino médio como elementos para ressignificação do ensino-aprendizagem da Língua Portuguesa: uma experiência com projeto de letramento

Abstract

At school of this study, the teaching-learning process is usually tied, in some way, to evaluation or learning measurement mechanisms that seem to influence the teaching and learning of secondary school in Brazil. There is a strong concern in using strategies that strengthen the participation of students and make them fit for succeed in exams, such as ENEM and SAEPE. Thus, the teaching strategies end up losing in multiplicity, delimiting alternatives and making us teachers don't realize that there are other possibilities of action. In portuguese language, for example, the teaching strategies concerning the textual production seem to uniform and the curriculum concerning this aspect is based only on the content of these evaluations, highlighting certain notions and procedures. In search of didacticpedagogical alternatives that mitigate this logic of teaching, that emphasize control mechanisms, classificatory selections and bureaucratic apparatus connected to the evaluations, we face such the idea of literacy project (KLEIMAN, 2000), a didactic device based on ethical and solidarity principles, which favours the inclusion and participation of students in the literate culture, expanding its possibilities of social emancipation. In this way, motivated to explore other possibilities of teaching-learning, we aim with this research reflect on how the uses of writing of young students of the secondary school in Brazil problematized the light of the referencial theoretical-methodological of the literacy projects, can contribute to the ressignification of our practice didactic-pedagogical. For such, our specific objectives are: to investigate the social uses of writing (outside the school) of students secondary school; discussing the findings of research in the light of the theoretical-methodological of the literacy projects; and developing a literacy project that takes into account the reflections triggered by the research and that helps us to resignificate the teaching-learning of writing. To achieve these objectives, we base discussions mainly on the theoretical frame of literacy studies (BARTON, 1991; BARTON; HAMILTON, 1998; KLEIMAN, 1995a, 1995b; OLIVEIRA, 2010a; STREET, 1984, 2014), and of the literacy projects (KLEIMAN, 2000; OLIVEIRA, 2008, 2010a; OLIVEIRA; TINOCO; SANTOS, 2014). Methodologically, we are inserted in the field of Applied Linguistics (MOITA LOPES, 2006), and we take as a paradigm the qualitative (DENZIN; LINCOLN, 2006) with a research-action oriented approach (THIOLLENT, 2003). We understand from our analyzes and discussions that the literacy project can contribute in a relevant way to the didactic-pedagogical purposes committed to a productive teaching that values dynamism and recognizes the importance of subjects and their culture. This didactic device are also capable of fostering the sharing of knowledge and experiences, linking school practices to those arising from different social domains, enhancing students' communicative competence and their insertion and emancipation in the social environment.