Letramentos escolares: relações de poder, autoridade e identidades

Abstract

In this article, starting from the Theoretical background of the New Literacy Studies (STREET, 1984, 1993, 2014), we aim to recognize talk-in-interaction organizations in order to discuss procedures, social roles and identities co-constructed in school literacy events. We analyzed two reading activities, one in a Spanish language class and one in a Portuguese language class at a public school in Paraná. The data show institutional talk-in-interaction organizations, where teachers control the turntaking system and provide instructions about how the students to deal with the text in the here and now, and students ratify these procedures, although some also resistance. In terms of results, we identify that we still have a strong pedagogization of literacy in our schools, where rules for engaging participants as teachers and students are continually affirmed and reinforced within practices that don’t have relation with only use of literacy and the way to speak of it, thereby confirming relations of hierarchy, authority, and control through these literacy practices (STREET, STREET, 2014).