Projeto de letramento a serviço da desconstrução do hiato entre família e escola

Abstract

Family estrangement plus a reflection on the usefulness of teaching Portuguese language for this generation, in traditional ways, causes us concern. This lack of support for children's academic demands has sometimes caused difficulties in overcoming obstacles in learning to read and write during the first phase of elementary school. This challenged us to look for strategic mechanisms that could mitigate the effects of the problem in question by proposing an intervention. This research analyzed the extent to which the development of a Literacy Project can contribute to deconstructing the gap between family and school, as well as motivating students, research participants, towards new reading and writing practices. Specifically, we formulate the scope of developing actions that favor partnership between family and school as well as promoting strategies for redefining the act of reading and writing. We concentrated efforts so that students, in collaboration with their families, could take the lead and give new meaning to writing based on the situations they experienced and recorded in the Reading Diary. This is an Action Research type investigation (Thiollent, 2011; Gil, 2002; Garcia, 2009) with a qualitative approach (Bogdan; Biklen, 1994). The participants in this are 5th year students from the Bezerra de Meneses Municipal School, part of the municipal network of Teresina/PI. Theoretically, the contributions used rest on the conception of Literacy as a social practice (Kleiman, 1995, 2000; Soares, 1998, 2016, 2020, 2021; Rojo, 2009), as well as on the contributions established by Oliveira, Tinoco and Santos (2014), with regard to Literacy Projects. In reference to studies on the family and school, we used the postulates of Szymanzki (2003), Fraiman (2019) and Patto (2002). The use of the Reading Diary genre is anchored in studies by Machado (1998), Gunther and Pinheiro (2008) and Remédios (1996). The study indicated that, despite the current difficulties experienced by family members, a Literacy Project aimed at integration - family and school - supports reading and writing learning and favors affective relationships between the entities involved.