A importância das práticas de ensino da leitura e da escrita para a construção e o fortalecimento da identidade dos estudantes dos anos iniciais ensino fundamental das escolas do e no campo.

Abstract

This research aims to understand the importance of school practices related to written language, in its diversity, for the construction and strengthening of the identities of populations in rural areas. The research is guided by the following question: How do teaching practices of reading and writing contribute to the construction and strengthening of the identity of students in the initial years of elementary school in schools in and around the countryside? To answer this question, a bibliographic and documentary review was carried out with the aim of supporting the analysis and understanding of the object of study. The work dialogues with authors such as Caldart (2003) and Caldart (2009), Arroyo (2007), Arroyo and Fernandes (1999) and Melo (2015), who offer theoretical support for the discussion on Rural Education; Soares (1998), who contributes to the understanding of the concepts of literacy and literacy; and Freire and Macedo (2013), whose works address emancipatory education contextualized with the experiences of students. In addition, the National Common Curricular Base (BNCC) was used as a reference to understand the guidelines related to teaching and learning reading and writing. The research was conducted with a qualitative, descriptive approach, as prescribed by Neves (1996), using bibliographic analysis of books, scientific articles, theses, dissertations and official documents available in physical and digital libraries as a data collection technique. This study is relevant because it highlights the importance of the process of learning to read and write for the construction and strengthening of the identity of students in rural schools.