PRÁTICAS DE LETRAMENTO NA INTERAÇÃO DA APRENDIZAGEM
REGISTRO DOI: 10.69849/revistaft/ni10202508242002
Zélia Maria de Lima Silva1
Rozineide Iraci Pereira da Silva2
Prof. Dr. Diogenes José Gusmão Coutinho3
ABSTRACT: This article addresses the topic of school and family with their literacy practices (s). The school, being its own space to encourage reading and writing, is able to make the student question the universe in which he is inserted, giving him the margins to interact as a thinking subject. However, it can be noted the difficulty that the teacher feels in working on the practice of reading and writing, due to the lack of pedagogical support existing in schools, as well as the lack of desire of the student to read, often, due to lack of opportunity and because of not having a literate environment. In this sense, there was a need to develop objectives in order to understand, analyze and identify the different literacy practices and how they contribute to the development of children’s reading. The methodological path was based on a qualitative, bibliographical research emphasizing the barriers found in reading and writing practices. This work is based on studies of documents such as DCNEB, BNCC, ALEPE, authors like Soares and Kleman and thematic lives of ABRALIM. During our research we could see how much it is necessary to implement literacy practices in classrooms, because, while discussing who is to blame for the failure of students in reading, we must set goals to change, therefore needing reflect who are responsible for the progress of students in the interpretation of what they read. After all, the Portuguese language is the mother tongue and regardless of the area in which it operates, promoting the understanding of its functioning is a student’s right of learning and all teachers and pedagogical teams must work from the perspective of literacy by presenting reading and writing with social role.
Keywords: Literacy, Reading, Writing, Family, Student, School.
RESUMO: O presente artigo aborda o tema escola e família com suas práticas de letramento(s). A escola, sendo um espaço próprio ao incentivo à leitura e escrita, é capaz de fazer com que o aluno ponha em questão o universo em que ele está inserido, dando-lhe margens para interagir como sujeito pensante. No entanto, pode-se constar a dificuldade que o docente sente em trabalhar a prática de leitura e escrita, por falta de suporte pedagógico existente nas escolas como também a falta de desejo do aluno em ler, muitas vezes, por falta de oportunidade e por não ter ambiente letrado. Nesse sentido, observou-se a necessidade de elaborar objetivos a fim de compreender, analisar e identificar as diferentes práticas de letramentos e como elas contribuem no desenvolvimento da leitura das crianças. O caminho metodológico foi pautado em uma pesquisa qualitativa, bibliográfica enfatizando as barreiras encontradas nas práticas de leitura e escrita. Este trabalho tem embasamento pautado nos estudos de documentos como DCNEB, BNCC, ALEPE, autores como Soares e Kleman e lives temáticas da ABRALIM. Durante a nossa pesquisa pudemos perceber o quanto se faz necessário implementar em salas de aulas as práticas de letramento, pois, enquanto se discute de quem é a culpa do insucesso dos alunos na leitura, devemos traçar metas para mudar, necessitando-se, pois, refletir quem são os responsáveis pelo avanço dos alunos na interpretação do que leem. Afinal, a Língua Portuguesa é a língua mãe e independente da área em que se atue promover a compreensão do seu funcionamento é um direito de aprendizagem do aluno e todos os professores e equipes pedagógicas devem trabalhar na perspectiva do letramento apresentando a leitura e escrita com função social.
Palavras-chaves: Letramento, Leitura, Escrita, Família, Aluno, Escola.
1 INTRODUCTION
This research presents a study carried out on literacy practices in the school context and the interactions that are experienced by families in school learning, with the general objective of analyzing the different literacy practices and how they contribute to the development of children’s reading and writing and as specific objectives to discuss how families can participate in the literacy practices of the school in which their children study; to know some local programs on Literacy and Literacy practices and to describe the literacy practices present in the researched context, especially in relation to reading and writing for the society in which it is inserted.
In view of this, it is perceived that an important point in this study is the discussion that is made about literacy, which is the learning of written language as a process of association of graphic symbols with speech sounds. The history of writing in children begins long before the first time the teacher puts a pencil in his hand and shows him how to form letters. Another point discussed is the most visible effect of literacy in pedagogical practices is the diversification of textual genres in the classroom. Kleiman (2005) explains that the expansion of the universe of texts is an important contribution to literacy studies, as it enabled the inclusion of new genres, of new social practices of institutions (advertising, commercial, political) that had not reached the classroom until recently. Kleiman (op. cit) mentions both genres and social practices
The present study allows us to discuss a conception of oral and written language as a special system of symbols and signs, whose mastery means a critical journey in the entire cultural development of the child, in a literacy perspective in which reading and writing should be meaningful, because when reading and writing are worked with a social function, lead to effective learning. In view of the above, a qualitative research was adopted through theoretical studies and observations made in the questions where the school practice that teaches only letters and the formation of words without paying attention to the context and functions of the literate parts was questioned, which show the important role that both (reading and writing) play in the process of sociocultural development of the child.
Based on the studies of Kleiman (2005), Soares (2008), Signorini (2007) on literacy, some studies on reading practices in the classroom were analyzed and some questions were raised, showing that the more reading and writing are worked on in a meaningful way, the more students participate and expand their language and their textual production, developing their literacies.
The work presents some concepts of literacy, Conceptions of literacy and literacy, Family and school partnership in school literacy, The literacy program and literary and digital literacy as proposals for multiliteracy. It also presents some considerations about the importance of literacy, considering that the effective participation of the individual in society is essential, because it is through it that man communicates, has access to information, expresses himself and defends points of view, shares or establishes worldviews, produces knowledge.
Therefore, when teaching the child, the school has the responsibility to guarantee all its students access to the linguistic knowledge necessary for the exercise of citizenship, which is an inalienable right. Therefore, to think about literacy is to consider the subject as a culturally situated and historically constituted social being. It is of paramount importance that the school knows the literacy practices that are experienced in the students’ family context and involves them in the school literacy practices, taking a new look at the literacy practices present in the researched context, especially in relation to reading and writing for the society in which it is inserted.
2 THEORETICAL FRAMEWORK
2.1 LITERACY AND LITERACY(S)
For an in-depth study on the theme of literacy and literacy, it is necessary to understand the beginning of the writing system and rethink the multiplicity of reading and writing practices, in various communicative situations and with different purposes. To think of writing as a system of letters, sounds and use, not only from the perspective of decoding, but of real use, in contexts in which there is “what to say”, “to whom to say it” and “how to say it”. For this reason, the multiple meanings that literacy can achieve are resorted to, not constituting only literacy, but plural literacies.
To talk about the origin of literacy, one must first remember the emergence of writing, as Cagliare (1998) argues. Writing arose from the counting system made with marks on staffs or bones, probably used to count cattle, at a time when man already owned herds and domesticated animals. These records began to be used in exchanges and sales, representing the number of animals or products traded. Writing arises, then, from the need for communicative practices. Evidently, studies of/about literacy occur thousands of years later.
In the system of the invention of writing, symbols were used to demarcate products and the names of owners. At that time of primitive writing, being literate meant knowing how to read what those symbols wanted to inform and being able to write them, repeating a more or less standardized model, even because what was written was only a type of document or text.
It is important to emphasize that in this time of primitive writing, being literate meant knowing how to read/interpret what those symbols meant and being able to write them, repeating a more or less standardized model. In this sense, the idea of literacy is the one in which the writing system went from symbols to other representations of these symbols, already in an attempt to make them represent speech sounds, such as, for example, using syllables. Today, the same conception of literacy is this: the mastery of the written code and reading through the mastery of the alphabetic code. Of course, this conception of literacy is presented in another historical context, with new subjects, with a much more defined alphabetic system, with different schools, methods and resources for a more effective work.
In the historical process of the use of reading and writing, there has always been the transfer of experience from one to the other. People who had a high purchasing power and who could read taught or hired those who knew, for those who did not know, showing the phonetic value of the letters of the alphabet, the orthographic form of words and the interpretation of the graphic form of letters and their variations – from the classical Latin era to the sixteenth century. then, copying the loose words of famous texts or producing their own texts. Reading and copying was the secret of literacy and those who taught and wrote what others spoke as texts, were called scribes. At that time it was not necessary to go to school, but only to know how to read and write, which was the privilege of a few.
In the Middle Ages, the alphabet began to have variant forms of graphic representation of uppercase and lowercase letters where people had to learn the writing system. Thinking about the “improvement of teaching”, the primers emerged, in the fifteenth and sixteenth centuries, influenced by the Renaissance and with the use of the printing press in Europe. And with the “new” concern with literacy, the appearance of the first “primers”, books and grammars of the neo-Latin languages, began to focus on literacy, using the orthographic system.
It was of paramount importance to establish an orthography and teach the people to write in the vernacular languages, gradually leaving Latin aside. With the French Revolution, popular literacy followed the “bá-bé-bi-bó-bu” method and, not only adults, but the school was in charge of literacy, where children participated in classes to be literate.
Brazil went through its entire colonization process and reading and writing were for the children of wealthy families. And throughout the schooling process, there was a move from royal classes to the creation of school groups, always with conservative literacy practices. For many centuries, literacy took place in a decontextualized and mechanical way.
Time passes and new conceptions for learning to read and write begin to emerge. Ferreiro and Teberosky (1982) present new studies on the conceptions of writing and this revolutionizes literacy. On the other hand, in the mid-80s of the last century, the word Literacy appears for the first time in Mary Kato’s book “In the world of writing: a psycholinguistic perspective”, and several other authors publish books on literacy, among them Ângela Kleiman, “The meanings of Literacy” (1995) and Magda Soares “Literacy: a theme in three genres” (1998). Therefore, theoretical and methodological discussions and reflections arise about the literacy phenomenon, which has repercussions to this day. Undoubtedly, Kleimam and Soares were the pioneers who contributed a lot to the study of literacy, especially in the definition of the concept. Scholars in this area argue that in addition to mastering the written code, people should make use of it in situations of practical life, not only merely and simply decoding, but attributing meanings to what they read and write, having purposes and objectives for the practices of reading and writing.
Soares (2020) argues that literacy should always be considered in the context of literacies and shows that, historically, the term literacy has always been understood as a restricted form of learning the writing system. In fact, mastery of the written code is necessary, but it is no longer enough just to learn to read and write, it is necessary more than that to go beyond functional literacy, which is a denomination given to people who have been literate, but do not know how to use reading and writing. Literacy comprises both the appropriation of techniques for literacy and this aspect of conviviality and habit of using reading and writing. Literacy, therefore, is a set of knowledge, attitudes, skills and practices carried out during the learning of reading and writing.
Kleiman (2005) states that literacy is a concept created to refer to the uses of written language not only at school, but everywhere and emerges as a way to explain the impact of writing in all spheres of activities, not only in the school environment The need to recognize and name social practices of reading and writing that are more advanced and complex than the practices of reading and writing resulting from the learning of the writing system is what makes literacy so necessary (SOARES, 2003). Therefore, the result of the action of teaching and learning, effectively and in the social practices of reading and writing, is translated as literacy.
Regarding the origin, the term literacy emerged in Brazil in the 80s of the last century and originated from English literacy. It arose from the need to name the state or condition of those who no longer belonged to the illiterate group and who used writing and reading in their contexts.
It is perceived that there is no unanimous definition or concept for Literacy, because the relationship between literacy and literacy is inseparable, they complement each other. To learn to read and write, it is necessary to understand the functioning of the written code and sounds, that is, graphemes and phonemes. To literate, it is necessary to give meaning to what one is reading and writing.
The school is a literacy agency that promotes school literacy, which differs from social literacy. For someone to become literate, it is necessary to live in a context rich in situations that require and encourage reading and writing. There are several types of literacy and this occurs at school, in the family, in the church, sometimes school, sometimes social.
2.2 Conceptions of Literacy and Literacy
The learning of reading and writing depends on two distinct but inseparable gateways that need to be worked on at the same time: literacy and literacy. For Soares (2003), literacy is the acquisition of the code of writing and reading, which is done by mastering a technique: writing and recognizing letters, using paper, understanding the directionality of writing, picking up the pencil, coding, establishing relationships between sounds and letters, phonemes and graphemes; The child must perceive smaller units that make up the writing system (words, syllables, letters). Literacy is to make the child recognize letters, syllables and finally words, where they are being prepared for the mastery of reading and writing.
Nowadays, to be literate is to know how to read and write and this has proved to be an insufficient condition to respond adequately to the demands of society. A few years ago, it was enough for the person to know how to sign their name or even write a simple note for them to be considered literate, but nowadays reading and writing mechanically does not guarantee full interaction with the different types of texts that circulate in society, as it is necessary not only to decode sounds and letters, but to understand the meanings of the use of reading and writing in different contexts exposed in the world.
The term literacy emerged in Europe from the English word “literacy”, which means literate as a result of a new social reality in which people must respond effectively to social practices that use reading and writing. Literate, then, is no longer just the one who is versed in letters or literature, but the one who goes beyond mastering reading and writing and makes competent and frequent use of both. Therefore, social practices must be worked on in the classroom
Literacy is the result of the action of teaching and learning the social practices of reading and writing; It is the state or condition that a social group or individual acquires as a consequence of having appropriated writing and its social practices. Literacy is also understood as a broader phenomenon that goes beyond the domains of the school (SOARES, 2008, p. 39).
Therefore, the literate individual in a society is of paramount importance so that he can develop not only in the job market that the world offers, but in the events and practices of literacies on a daily basis. It is necessary not to forget that there is a social formation in which literacy and literacy represent one of the most complex tasks in the educational and social environment today, considering that these processes must go together, so that there can be good learning within the pedagogical practice of reading and writing. Literacy, therefore:
It is a concept rooted in literacy and is often confused. Literacy is not literacy, but includes it, in other words, literacy and literacy are associated. Although running the risk of oversimplification, it can be said that insertion in the world of writing occurs through the acquisition of a technology, literacy, and through the development of skills, skills, knowledge and attitudes of effective use of this technology in social practices that involve written language, literacy (KLEIMAN, 2005, p. 91).
The school is a space that promotes school literacy, which differs from social literacy. For someone to become literate, it is necessary that they live in a context in which they are presented with situations that require and stimulate reading and writing of different genres and in supports such as: diversified newspapers, advertisements, books. In view of this, the movement that makes interact with the existing expressions in reading is related to the imagination of the real action of the student, who becomes capable of performing the activities proposed in the classroom by himself, which allows him to develop his knowledge of the world, to later make the social use of reading and writing.
Literacy consists of the development of skills to use the conventional writing system, in intelligent reading and writing actions, in social practices that involve language. It is the conscious, social use of technique, going beyond simple decoding, it happens when meaning is found in what one reads or writes. (SIGNORINI, 2007, p. 65)
Signorini (2007) also explains that the interest in understanding how the means by which children’s literacies develop should consider the important role that language has in the construction of subjects and, thus, should be based on continuous revisions in the practices of teaching reading and writing in school. By developing the ability to use writing formally, the individual is able to actively insert himself in the society in which he lives, being able to use, socially, the practice of reading and writing appropriate to social demands.
The act of understanding alters the networks of knowledge organization, so the individual modifies the structures of knowledge he had in order to understand the new formation. Everything that is known is organized and reorganized every time new information is incorporated into a kind of systems of interrelated networks. To be truly understood, information must be integrated into this scheme, establishing the pertinent conditions with what was already known about this body of experiences. (KLEIMAN, 2005, p. 36).
In order to explain what happens to the individual when reading, it is necessary to highlight the multiplicity of cognitive aspects involved, in which the comprehension of the text occurs through the rescue of previous knowledge throughout the learner’s life. This knowledge occurs at three levels: linguistic, textual and social.
The linguistics are responsible for analyzing the different languages, as well as the structure of words, expressions and phonetic aspects of each language; the textual ones present different types of text in the order of arguing, describing, narrating, expounding, among others; and the social level brings the knowledge of each subject world in which the reading that each person brings with him is part of experiences with the social and cultural group with which he or she lives, and so reading is recognized as an interactive process. Therefore, all these levels together constitute the internal cognitive processes of elaboration that are responsible for leading the reader/writer to be able to understand what is being read/written.
While literacy is concerned with the acquisition of writing by an individual, or a group of individuals, literacy focuses on the socio-historical aspect of the acquisition of a written system by a society. Literate is an individual who knows how to read and write; the literate individual, on the other hand, is the individual who lives in a state of literacy, is not only the one who knows how to read and write, but the one who socially uses reading and writing, practices reading and writing, responds adequately to the social demands of reading and writing (SOARES, 2008, p. 19).
Therefore, literacy should be understood as a social use of reading and writing practices and not only with the aptitude for writing. In this sense, to be literate is to be competent to participate in a certain form of discourse, using reading and writing with a social function; and schooling seems to provide the competence to talk about speaking, about questions, about answers, that is, through metalanguage. To read is to open oneself to other cultures. It is openness to what is authentically lived in society and to what is coming from outside. Reading confers enormous power to the person, since it allows him to be the historical subject of his own time, involving his ideas and event, making him interact with the world in a more competent way.
Therefore, the invitation to read is essential to develop students’ knowledge and also the choice of what should be read from the perspective of relevant themes that have a functionality in the society in which each one is inserted. Writing must also perform a social function and the student must know that the texts produced have meaning, will circulate and exert effective communication.
2.3 Family and School Partnership in School Literacy
The school currently shares education not only with the family, but also with other social environments and the means of information and communication. However, the family, although lay in pedagogical training, is a great partner of the school, and is also responsible for the process of formation of the subject, since family experiences are as influential as those of the school in the educational process.
The family is seen as an important social group in the child’s development and its relations with schools expand the development of literacy, considering that the more the family participates in the child’s school life, the more possibility of development the child will have.
Family contact with the school enables a healthy growth of the child, as well as the construction of good learning, values and procedures, that is, the conceptual, attitudinal and procedural contents are built at school and when, in the family, these contents are also valued, there is a greater possibility of effective literacies. The school is pointed out as being the other major social group in which the child establishes relationships, where there will be paths for the necessary formal learning, offering the child mechanisms for the formation of the intellect, psychomotor, affective and other developments. When the family participates in the school, knows the school’s pedagogical project, encourages the children and is present, school literacy becomes social literacy, and with this, there is a greater probability of better results in writing and reading for students.
A good relationship between family and school is necessary and ensures a better performance of children in the teaching and learning process. This interaction between family and school, working in partnership, is important for the child, as it adds efforts in favor of their education and the child stimulus, security and attention on the part of the members of these two institutions.
The education offered to the child within the family plays a fundamental role in the construction of the subject. The habits and attitudes of parents in raising their children influence the development and behavior of children. This first contact in childhood with parents will influence education and well-being from an early age. That is why parents need to become aware of such responsibility in the formation of these individuals.
It is important to emphasize that, in Brazil, many families do not have a high degree of literacy and many of them are made up of a high degree of illiterate and illiterate people. However, if the family is more present in the school, the gain is twofold: the school wins, the family that becomes aware that the school is an important agency to teach, and the families must value the pedagogical practices and always be present, knowing what happens at school, always be present in the routines and/or activities of the school, It will make the child develop to his full potential and it is also up to the family to create an environment at home so that the child feels motivated to want to know more and share knowledge.
It is of fundamental importance that the school seeks the family and its context, because nowadays, in view of so many (re)configurations within the family space, it is necessary to know the student’s family, regardless of the family arrangement that is presented, in order to deepen the ties with this family.
It is possible to make an educational practice based, above all, on the baggage brought by the child from the experiences acquired in living with his family, considering his learning also lived in the community. Thus, the chances of the pedagogical action happening positively will be greater. If the teacher has knowledge about the family and social context, he can start from these experiences and organize the teaching-learning process, because by understanding the particularities of this environment, it is possible to work on possible problems, in an attempt to mitigate or solve them, so that learning occurs in a way that is expected by all.
Knowing these families, it is possible for the school to have the educational posture that it deserves, carrying out its pedagogical practice with competence. In view of the dissolution of the confusion of roles between school and family in the teaching and learning process, it is necessary to seek ways to have interaction between these institutions. Two forms of approximation are pointed out as the most common and that can promote dialogue. One would be the parent-teacher meeting, a meeting that is held with the objective, in many cases, to present complaints about students, especially by teachers, highlighting the failure of those who have great difficulties, whether learning or behavioral. These meetings should prioritize the students’ successes and show how they they are able to build their knowledge in order to apply it in practical life. Another form of meeting with a partnership perspective would be the participation of the family in the school, participating in reading activities, workshops, games, exchange of knowledge and experiences, with literacy events for parents to learn about the school’s literacy practices and insert themselves in them.
The affective bonds formed within the family, particularly between parents and children, can be aspects that trigger a healthy development and positive interaction patterns that enable the adjustment of the individual to the different environments in which he participates. For example, parental support, at the cognitive, emotional and social level, allows the child to develop healthy repertoires to face everyday situations.
The interaction of school and family is fundamental for meaningful learning and for the development of literacy practices and, thus, the child’s cognitive and linguistic development has great possibilities of having better results and effectively achieving multiliteracies. One of the Federal Government’s Literacy Programs, PNAIC, has in its policy for the development of the program, to involve the family in the process of reading and writing children with a greater involvement of the family in school. The PAIC, developed in Ceará and which was a model for the PNAIC, has also had excellent results because in addition to effective planning, it also has the participation of the family in the school, in addition to all the support of the family in school and extracurricular activities, achieving a high level of literacy from the perspective of literacy.
3 METHODOLOGY
Scientific research in education is important because it seeks to solve questions about a certain subject. Thus, with the objective of investigating the conceptions of literacy and literacies, there was a need to carry out this research, seeking the use of knowledge from renowned authors who study the perspectives of literacy and literacies.
For Demo (2000, p. 20), “Research is understood both as a procedure for the manufacture of knowledge and as a learning procedure […] being an integral part of every reconstructive process of knowledge”. Thus, the present research aims to contribute to the theme, through the union of the concepts registered here, applicability and practical comparisons, in addition to disseminating knowledge so that new research and reviews can be made.
The research has a bibliographic characteristic, supported by existing materials such as books by authors in the area of literacy and literacies, newspapers, websites, magazines, articles and monographs, as well as analysis of some official documents. Initially, when developing the bibliographic study, the following question-problem was raised: what do the studies point out about literacy and literacy practices and how can families participate in literacy practices at school? To this end, some objectives were outlined, such as: to analyze the different literacy practices and how they contribute to the development of children’s reading and writing, to discuss how families can participate in the literacy practices of the school in which their children study; to know some local programs on Literacy and Literacy practices and to describe the literacy practices present in the researched context, especially in relation to reading and writing for the society in which it is inserted.
It also has a qualitative approach, as it mainly covers the social sciences, in which exploratory objectives are raised through the revisiting of several authors, such as Soares, Kleiman and Signorini, and it is also a descriptive research because the opinions of authors and researchers in the area are registered. Thus, this research was a study of some Programs that aim to work with literacy and literacy for a better understanding of the existing theories on the subject addressed.
4 FINAL CONSIDERATIONS
The first finding made in the research was through the general objective of analyzing the different literacy practices and how they contribute to the development of reading and writing. We realize that the development of both written and spoken language occurs through the quality of interaction with the adult, what this adult can instigate and offer to this child who is thirsty for knowledge. It was observed that from the pedagogical and social point of view, reading and writing only has meaning for the child as a human production in which he performs social functions through communication and individual when he already writes to himself.
Throughout the bibliographic research, we seek to reflect on the relations between Magda Soares’ perspective of interaction through language and the possible consequences of the individual’s literacy process that is related to their social practices, their reading and writing experiences in the most varied social events. In this sense, as the student is inserted in different social contexts that demand different literacy practices, it must be necessary for the teacher to know what these practices are, as well as to respect them. It is a very rich moment of learning, where learning is a pleasure that they seek their curiosities and with that they develop, because, at the beginning of the schooling process, the child is systematically exposed. Thus, according to Luria (1988, p. 81), “the child who has already learned the letters of the alphabet understands that he can use signs to write, but does not yet understand how to do it, so he begins with a phase of undifferentiated writing that he had already gone through much earlier”.
Language, oral and written, is essential for the effective participation of the individual in society, because it is through it that man communicates, has access to information, expresses himself and defends points of view, shares or establishes worldviews, produces knowledge. Therefore, when teaching the child, the school has the responsibility to guarantee all its students access to the linguistic knowledge necessary for the exercise of citizenship, which is an inalienable right. Literacy, as observed, is the result of this act of teaching and learning the social practices of reading and writing. A child is considered literate when he or she can make sense of what he or she has read. For the literacy approach to occur, it is necessary to have stimulation from an early age. It is important that the child is always in contact with different types of reading (drawings, newspapers, children’s magazines, short stories), so that he can become familiar with the letters and in the future he can more easily decode them, giving them a meaning.
Therefore, it is necessary to have a pedagogical conception that has a broader view of the relevance of stimulating reading, from the early years of school, considering the pleasure of meeting its learners, using activities that collaborate with the practice of reading and writing, such as: leafing through books, creating small verbal and non-verbal texts, so that the student can have an intimate contact with letters and phonemes, leading him to be an assiduous reader in the future and from then on, he can also be considered a literate individual.
During the research, several questions presented and discussed by Magda Soares were presented, where she reported on digital literacy and its digital culture demonstrating the relationship of young people with writing and its changes in relation to literacy and reading, questioning that in fact, there are digital writings, in the plural, because they are written with peculiarities according to the possibilities of the technology used, the genre, the objectives, the recipients of the texts, writings that have their own characteristics that differentiate them from those written on paper, and here again I use the plural, because, like digital writings, these also have their own characteristics, according to the genre, the objectives, the addressees of the text. There are still few studies and research on the influence, or not, of characteristics of digital writings on writing in conventional uses.
Therefore, it is concluded that Literacy in the school space permeates a discussion that goes beyond the role of the school, it permeates the pedagogical practices in each area of knowledge. Literacy should create opportunities for reading and writing, based on different genres, with different levels of planning and formality, involving different interlocutors; presenting varied discursive sequences and different purposes, not forgetting the communication situations: who speaks, to whom, in what context, with what objective.
Thus, the tasks proposed in the school should aim at the broad recognition of reading and writing practices and their different languages. Having contact with reading and writing happens to all people, regardless of whether they are literate or not. Having contact with writing and reading in the various spaces of circulation of a text is a social practice of literacy. Literacy is a concept given to the practices of written language that takes place in other social spaces, in addition to the school environment. Writing is present in all people’s social events, when we leave home we come across writing on signs, signs, billboards, newspapers, magazines, pamphlets, in short, writing is a component of the urban landscape and, consequently, reading is required for the understanding and comprehension of this form of communication called writing.
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1Graduada pela universidade Vale do Acaraú UVA , especialização em psicopedagogia pela UNIFACOL centro Universitário Facol
2Pedagoga pela Universidade Estadual Vale do Acaraú -UVA;
Psicopedagoga pela Faculdade Escritor Osman da Costa Lins-FACOL;
Mestra em Ciências da Educação pela Christian Business School título reconhecido pela Universidade Federal de Alagoas -UFAL;
Doutora em Ciências da educação pela Christian Business School, título reconhecido pela Universidade Federal de Alagoas -UFAL.
Email: neide-silva96@hotmail.com
3PhD in Biology from UFPE
gusmao.diogenes@gmail.com
Coordinator of the Educational Sciences Course of Christian Business School