Letramento comunitário: engajando saberes locais aos saberes escolares

Abstract

This qualitative research (Erickson, 1990; Bortoni-Ricardo, 2008; Lakatos; Marconi, 2010) of ethnographic-critical nature (Thomas, 1993; Heath, Street, 2008; Mattos, Castro, 2011) is based on the principle that discussions about commitment, empowerment and transformation in the family, community and school spheres are necessary in our current situation. The research environments are the Municipal School Professor Ulisses de Góis and the neighborhood of Nova Descoberta, in Natal – RN – Brazil. The 100 collaborators are members of the school team, students from a first-year class of elementary school, family members and external agents linked to ten different establishments. Regarding to data generation procedures, a community literacy project was carried out in 2017, during the academic year, with the collaborators involved, carrying out reading, speaking and writing actions that enabled school-family-community engagement, registered in the online resource e-book entitled “Nova(s) Descoberta(s) of our neighborhood: families, memories and stories”. The general objective of the research was to discuss a community literacy project and its impacts on the resizing of speech, reading and writing practices in the school space. Specifically, we seek to (i) characterize the network of activities developed in the community literacy project; (ii) identify strategies for actions, events and practices that favor the articulation between school-family-community; (iii) reflect on learning spaces in the community from the school as a catalyst for actions; (iv) establish articulation between local knowledge and school knowledge through mobilized literacy practices. Literacy studies (Street, 1984, 2011, 2014; Barton; Hamilton; Ivanic, 1993; Hamilton, 2000; Kleiman, 1995, 2005, 2006, 2016; Rojo, 2009; Oliveira, 2010a, 2010b; Oliveira; Tinoco; Santos, 2014) are assumed as a theoretical reference, focusing on community literacy issues (Heath, 1983; Barton, Hamilton, 1998; Heath, 2004; Barton, Ivanic, Appleby, Hodge, Tusting, 2007). The concepts of deterritorialization, learning community, local knowledge and school knowledge are also worked on centrally. From the discussions undertaken, analytical categories were listed as network of activities, school-family-community engagement, deterritorialization of places of learning and cultural artifacts and local knowledge. The analyzes indicate that, through the project “Nova(s) Descoberta(s): school, family and community”, knowledge not traditionally made available in the school space was mobilized via language, focusing on the interests of the subjects and the valorization of local culture, which contributes to the critical understanding of the study environment and to the creation of new relationships between teacher, researcher, student, family and community.