Percepções sobre práticas de letramento em inglês em uma escola pública

Abstract

This paper aims to observe if there is a consonance between the perceptions of the nonschool literacy practices of the students of a public school and what is offered by the school in relation to the English language subject, seeking to investigate: (1) to what extent the school literacy valued in this scenario dialogues with the way students use the language in their social practices; (2) to what extent the greater or lesser approximation between school and non-school literacy can impact the teaching-learning process; (3) what is the place of the textual genre in the development of the school literacy of the focused class. In order to do so, the theoretical framework of the New Literature Studies (STREET, 1984, 2014. (ANDRADE; JÚNIOR; SATO, 2016) was activated in articulation with the concept of textual genre, especially in the dialogical perspective of language (BAKHTIN, 1929, 1953) and in the sociodiscursive interactionism (BRONCKART, 1999. SCHEUWLY; DOLZ, 2004). Through a variety of research tools, such as classroom observation for a period of six months, application of questionnaires and interviews with the students and the teacher in charge of the class, the students' literacy events and practices were examined. and how this relates to what is provided by the school in the English language subject. It was also observed the way in which textual genres and literacy practices are articulated within the classroom. It was found that, although the students have rich and diversified experiences with the language in their daily life, there is dissonance regarding their literacy in social life and what is privileged in the English language at school.