LITERACIES AMONG YOUTH FROM CAMPO (RURAL) COMMUNITIES: WHAT IS REVEALED DURING VIDEO PRODUCTION
ABSTRACT This article presents the results of the research study, “Literacies in rural communities: social practices of reading and writing in school and non-school situations”, conducted from 2015 to 2017. This study investigated how forms of sociability and communicative circuits in the daily live...
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Published in | Trabalhos em lingüística aplicada Vol. 59; no. 1; pp. 151 - 172 |
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Main Authors | , , , |
Format | Journal Article |
Language | English Portuguese |
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Sao Paulo
Universidade Estadual de Campinas - UNICAMP, IEL - Depto de Linguística Aplicada
01.04.2020
UNICAMP. Programa de Pós-Graduação em Linguística Aplicada do Instituto de Estudos da Linguagem (IEL) |
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Abstract | ABSTRACT This article presents the results of the research study, “Literacies in rural communities: social practices of reading and writing in school and non-school situations”, conducted from 2015 to 2017. This study investigated how forms of sociability and communicative circuits in the daily lives of the rural youth constitute social practices of reading and writing. Initially, the use of the word “literacies” in the plural is justified. The context for this research is the Araçuaí Family Agroecological School in Vale do Jequitinhonha, Minas Gerais, Brazil. Analyses are based in the New Literacy Studies (STREET, 2014) and the methodology assumes a qualitative approach from an ethnographic perspective (HEATH; STREET, 2008) in which students collaborated in the production of videos with themes related to their communities. Video production was adopted as a methodological strategy to achieve literacies involved in the collective actions of the process. The results show that the use/non-use of digital technologies does not stand as a factor of differentiation between rural youth and urban youth, definitively breaking with the idea that rural communities are social spaces that lack literacy practices or that are disconnected from the virtual world, which shows that schools should broaden their concepts of literacy, not only by pluralizing practices, but mainly by incorporating them as a constitutive element of their teaching and learning project.
RESUMO Este artigo apresenta resultados da pesquisa “Letramentos em comunidades rurais: práticas sociais de leitura e de escrita em situações escolares e não escolares”, realizada de 2015 a 2017, que investigou como formas de sociabilidade e circuitos comunicativos presentes no cotidiano de jovens do campo constituem-se em práticas sociais de uso da leitura e de escrita. Inicialmente, justifica-se o uso da palavra letramentos no plural, e caracteriza-se o contexto da pesquisa, qual seja, a Escola Família Agroecológica de Araçuaí, no Vale do Jequitinhonha, em Minas Gerais, Brasil. As análises se apoiam nos Novos Estudos do Letramento (STREET, 2014) e a metodologia pressupõe uma abordagem qualitativa de perspectiva etnográfica (HEATH; STREET, 2008) em que os estudantes foram colaboradores na produção de vídeos sobre temáticas relativas às suas comunidades. Adotou-se, assim, a produção de vídeos como estratégia metodológica para se chegar a letramentos envolvidos nas ações coletivas do processo. Os resultados apontaram que o uso/não uso das tecnologias digitais não se sustenta como um fator de diferenciação entre jovens do campo e jovens da cidade, rompendo definitivamente com a ideia de que as comunidades rurais são espaços sociais de ausência de práticas de letramento ou desconetadas do mundo virtual, o que evidencia que a escola deve ampliar os seus conceitos de letramento, não só pluralizando as práticas, mas, principalmente, incorporando-as como elemento constitutivo de seu projeto de ensino e de aprendizagem. |
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AbstractList | This article presents the results of the research study, “Literacies in rural communities: social practices of reading and writing in school and non-school situations”, conducted from 2015 to 2017. This study investigated how forms of sociability and communicative circuits in the daily lives of the rural youth constitute social practices of reading and writing. Initially, the use of the word “literacies” in the plural is justified. The context for this research is the Araçuaí Family Agroecological School in Vale do Jequitinhonha, Minas Gerais, Brazil. Analyses are based in the New Literacy Studies (STREET, 2014) and the methodology assumes a qualitative approach from an ethnographic perspective (HEATH; STREET, 2008) in which students collaborated in the production of videos with themes related to their communities. Video production was adopted as a methodological strategy to achieve literacies involved in the collective actions of the process. The results show that the use/non-use of digital technologies does not stand as a factor of differentiation between rural youth and urban youth, definitively breaking with the idea that rural communities are social spaces that lack literacy practices or that are disconnected from the virtual world, which shows that schools should broaden their concepts of literacy, not only by pluralizing practices, but mainly by incorporating them as a constitutive element of their teaching and learning project. ABSTRACT This article presents the results of the research study, “Literacies in rural communities: social practices of reading and writing in school and non-school situations”, conducted from 2015 to 2017. This study investigated how forms of sociability and communicative circuits in the daily lives of the rural youth constitute social practices of reading and writing. Initially, the use of the word “literacies” in the plural is justified. The context for this research is the Araçuaí Family Agroecological School in Vale do Jequitinhonha, Minas Gerais, Brazil. Analyses are based in the New Literacy Studies (STREET, 2014) and the methodology assumes a qualitative approach from an ethnographic perspective (HEATH; STREET, 2008) in which students collaborated in the production of videos with themes related to their communities. Video production was adopted as a methodological strategy to achieve literacies involved in the collective actions of the process. The results show that the use/non-use of digital technologies does not stand as a factor of differentiation between rural youth and urban youth, definitively breaking with the idea that rural communities are social spaces that lack literacy practices or that are disconnected from the virtual world, which shows that schools should broaden their concepts of literacy, not only by pluralizing practices, but mainly by incorporating them as a constitutive element of their teaching and learning project. ABSTRACT This article presents the results of the research study, “Literacies in rural communities: social practices of reading and writing in school and non-school situations”, conducted from 2015 to 2017. This study investigated how forms of sociability and communicative circuits in the daily lives of the rural youth constitute social practices of reading and writing. Initially, the use of the word “literacies” in the plural is justified. The context for this research is the Araçuaí Family Agroecological School in Vale do Jequitinhonha, Minas Gerais, Brazil. Analyses are based in the New Literacy Studies (STREET, 2014) and the methodology assumes a qualitative approach from an ethnographic perspective (HEATH; STREET, 2008) in which students collaborated in the production of videos with themes related to their communities. Video production was adopted as a methodological strategy to achieve literacies involved in the collective actions of the process. The results show that the use/non-use of digital technologies does not stand as a factor of differentiation between rural youth and urban youth, definitively breaking with the idea that rural communities are social spaces that lack literacy practices or that are disconnected from the virtual world, which shows that schools should broaden their concepts of literacy, not only by pluralizing practices, but mainly by incorporating them as a constitutive element of their teaching and learning project. RESUMO Este artigo apresenta resultados da pesquisa “Letramentos em comunidades rurais: práticas sociais de leitura e de escrita em situações escolares e não escolares”, realizada de 2015 a 2017, que investigou como formas de sociabilidade e circuitos comunicativos presentes no cotidiano de jovens do campo constituem-se em práticas sociais de uso da leitura e de escrita. Inicialmente, justifica-se o uso da palavra letramentos no plural, e caracteriza-se o contexto da pesquisa, qual seja, a Escola Família Agroecológica de Araçuaí, no Vale do Jequitinhonha, em Minas Gerais, Brasil. As análises se apoiam nos Novos Estudos do Letramento (STREET, 2014) e a metodologia pressupõe uma abordagem qualitativa de perspectiva etnográfica (HEATH; STREET, 2008) em que os estudantes foram colaboradores na produção de vídeos sobre temáticas relativas às suas comunidades. Adotou-se, assim, a produção de vídeos como estratégia metodológica para se chegar a letramentos envolvidos nas ações coletivas do processo. Os resultados apontaram que o uso/não uso das tecnologias digitais não se sustenta como um fator de diferenciação entre jovens do campo e jovens da cidade, rompendo definitivamente com a ideia de que as comunidades rurais são espaços sociais de ausência de práticas de letramento ou desconetadas do mundo virtual, o que evidencia que a escola deve ampliar os seus conceitos de letramento, não só pluralizando as práticas, mas, principalmente, incorporando-as como elemento constitutivo de seu projeto de ensino e de aprendizagem. |
Author | Novais, Carlos Augusto Machado, Maria Zélia Versiani Rodrigues, Ana Paula da Silva Carvalho, Gilcinei Teodoro |
AuthorAffiliation | Instituto Federal de Minas Gerais Universidade Federal de Minas Gerais |
AuthorAffiliation_xml | – name: Universidade Federal de Minas Gerais – name: Instituto Federal de Minas Gerais |
Author_xml | – sequence: 1 givenname: Maria Zélia Versiani orcidid: 0000-0002-6474-6966 surname: Machado fullname: Machado, Maria Zélia Versiani organization: Universidade Federal de Minas Gerais, Brasil – sequence: 2 givenname: Gilcinei Teodoro orcidid: 0000-0002-3137-5302 surname: Carvalho fullname: Carvalho, Gilcinei Teodoro organization: Universidade Federal de Minas Gerais, Brasil – sequence: 3 givenname: Carlos Augusto orcidid: 0000-0003-1224-1955 surname: Novais fullname: Novais, Carlos Augusto organization: Universidade Federal de Minas Gerais, Brasil – sequence: 4 givenname: Ana Paula da Silva orcidid: 0000-0001-5345-9075 surname: Rodrigues fullname: Rodrigues, Ana Paula da Silva organization: Instituto Federal de Minas Gerais, Brasil |
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References | MOLINA Mônica C (ref7) 2009; 15 PYLES D. G (ref8) 2016; 31 SANTOS M (ref9) 2010 BARTON D (ref1) 2000 LEÃO G (ref6) 2015 STREET B (ref10) 2014 CORBETT M (ref2) 2017; 32 JONES K (ref5) 2012 GREEN B (ref3) 2013 HEATH S. B (ref4) 2008 CORBETT, M; DONEHOWER, K 2017; 32 STREET, B 2014 GREEN, B; GREEN, B; CORBERTT, M 2013 HEATH, S. B; STREET, B. V 2008 PYLES, D. G 2016; 31 BARTON, D; HAMILTON, M 2000 SANTOS, M; SANTOS, M; MENESES, M. P 2010 LEÃO, G; ANTUNES-ROCHA, M. I 2015 JONES, K; MARTIN-JONES, M; BHATT, A; MAGALHÃES, I 2012 MOLINA, Mônica C 2009; 15 |
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SubjectTerms | Diaries LANGUAGE & LINGUISTICS LINGUISTICS Literacy Reading Rural areas Rural schools Students Urban areas Writing Youth |
Title | LITERACIES AMONG YOUTH FROM CAMPO (RURAL) COMMUNITIES: WHAT IS REVEALED DURING VIDEO PRODUCTION |
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