Implicações da cultura grafocêntrica na apropriação da escrita e da leitura em dois diferentes contextos / Graphocentric implications in the appropriation of writing and reading in two different contexts

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The purpose of this research is to present and analyze young learners appropriation of writing skills in two different graphocentric contexts. The given data refers to four different classes from Elementary School 1rst grade in four different schools. The schools are located in two different cities in the state of Santa Catarina, Brazil. One of the cities, Florianópolis, is a big one and the other is a very small county, called Urubici. In each city two different schools were chosen, a public and a private one, and one class from Elementary School 1rst Grade of each school was observed. This means that 2 different groups (a public and a private school 1rst grade class) for each city constitute the data. The geographic position of the school in each city was a criterion for selection, which means that both schools, the public and the private ones, should belong to the same area or neighborhood. Our main objective was to investigate in two different contexts if there is a connection between the graphocentric culture and the process of students learning the writing system as well the teaching of reading and writing in Elementary School 1st grade. That is the reason why the cities with very typical graphocentric contexts were chosen. We know that the competence of use writing skills means a lot for everyone who needs a professional promotion, as well as for cultural insertion and for citizenship rights. Nevertheless, some national and international studies point out many difficulties all schools systems have in preparing and educating competent writers and readers. In addition, some studies regarding literacy argue that people have huge problems to get to read a text of medium complexity, to understand and comprehend it, even though they are highly formal educated. People usually face some problems in writing with expertise, which surely affects their capacity of using the language as a whole, especially the social use of reading and writing. That is why this research looked into the possibility of graphocentric context interference and contribution to the process of students learning how to read and write at school. In order to achieve its purpose, qualitative research with an ethnographic basis was used as methodological instruments to get the data as well as it was chosen the case study method to develop the investigation and analysis. Opposed to the first expectation at the beginning of the research it was confirmed the correlation between family background and the type of school, instead of the graphocentric context. Such assumption allowed us to bring up some characteristics that explain and define public schools behavior: impermeability and invisibility.

ASSUNTO(S)

cultura grafocêntrica e letramento graphocentric culture writing acquisition literacy alfabetização

ACESSO AO ARTIGO

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