AlfabetizaÃÃo e consciÃncia metatextual: uma anÃlise do conceito de letramento / Reading and writing acquisition and metatextual awareness: one analysis of the concept of literacy

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This study was developed with the objective to study the literacy contribution to the development of the metalinguistic awareness of individuals with different levels of formal reading and writing acquisition. Many studies such as those of Albuquerque (1994), Barrera (2003), Gombert (2003), and Spinillo (2003), among others, have shown that metalinguistic capacities appear in parallel to reading and writing acquisition, process that demands conscious and deliberate reflection. Vygotsky (1991, 1993) emphasizes that the spontaneous and scientific concept production are dialectically related, and authors such as Rogoff (2005), Oliveira (1995, 1999), Ratto (1995) e Luria (1990, 1988) verify that non scholarly contexts may present cultural practices that are able to promote the metacognition in individuals with little or no schooling. Having these considerations as the start point, it was tried to study the relation to the metatextual awareness and literacy, term that means the effective skill usage of reading and writing in situations and daily practices. It was said that the metatextual awareness was the more adequate metalinguistic ability to this end, because the text is simultaneously a daily found empirical cultural object and a linguistic unit, subjected to conscious reflection within the daily scholarly and non scholarly practices. In the carried out research 48 children from primary school and 49 young adults and adults from a municipal education program for adults (EJA) were individually interviewed, people with low income, of both sexes, with different possibilities and characteristic of literacy: Group 1 (25 children of 1st grade); Group 2 (23 children of 3rd grade); Group 3 (25 adults of 1st grade); Group 4 (24 adults of 3rd grade). The metatextual awareness referent to structural aspects, the literacy and knowledge aspects of the participants about texts were evaluated through specifically elaborated instruments to this research and the results were analyzed through a no parametric statistic test (Qui-Quadrado). It was not verified significant relations referent to children with little literacy, but among the literate children, the majority that showed metatextual skills also showed a high level of literacy and of knowledge about texts. Surprisingly it was not verified significant relations regarding literate adults. Regarding adults with little literacy the metatextual awareness was related to only some aspects of literacy and knowledge about texts. It was concluded that, regarding children, the isolated reading and writing acquisition contributes less to the metatextual development than when associated to literacy and knowledge about texts, but on the other hand, regarding adults, complex social situations may lead to temporal semiotic fields of development (ZDPs) with different levels of complexity that may affect in an unforeseeable way their school activity lives, their literacy and other processes related to, for instance, their text knowledge

ASSUNTO(S)

psicologia cognitiva letramento literacy alfabetizaÃÃo consciÃncia metatextual metatextual awareness writing acquisition

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