Formação e letramento no contexto de ensino da Pedagogia da Alternância: alguns apontamentos

Abstract

In this paper, we aim to understand how the teaching context of the Pedagogy of Alternation (PA) and the way in which writing is constituted in the educational practices of this Pedagogy involving the production of the genre Notebook of Reality (CR) can sign up as meaningful literacy practices for students in the training process. Considering that genre is an object of teaching within the literacy process, the research is linked to the New Literacy Studies and is based on the conception of speech genres (BAKHTIN, 2006). The approach to the object of study is based on a literature review, with qualitative-interpretative research, with procedures for documental data collection. The data are composed by texts of a copy of the Notebook of Reality, a didactic-pedagogic tool of the educational units that adopt the educational system of the PA, produced by a student of the 9th grade of an Agricultural Family School (EFA) located in a city of Tocantins. Analyzing the construction of CR in PA, involving studies of different themes of the Study Plans (PE), the research revealed the existence of significant literacy practices for training, because these lead the student to the development of writing, to produce various genres. When producing the texts that compose the highlighted genre, the PA student sees meaning in the production of his discourse, because it is articulated to his social practices, expresses his identity and social reality.