Título: | LITERACY PRACTICES AND SOCIAL INCLUSION: THE CASE OF A CLASSROOM OF YOUNG ADULT EDUCATION , AT LEVEL II | ||||||||||||||||||||||||||||||||||||||||
Autor: |
TATIANA REIS FONTES MONTEIRO |
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Colaborador(es): |
TANIA MARA GASTAO SALIES - Orientador |
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Catalogação: | 18/SET/2006 | Língua(s): | PORTUGUESE - BRAZIL |
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Tipo: | TEXT | Subtipo: | THESIS | ||||||||||||||||||||||||||||||||||||||
Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=9010&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=9010&idi=2 |
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DOI: | https://doi.org/10.17771/PUCRio.acad.9010 | ||||||||||||||||||||||||||||||||||||||||
Resumo: | |||||||||||||||||||||||||||||||||||||||||
Studies that address literacy in young adult education
have neglected contexts
in which this group can already read and write, although
they do not demonstrate the
capacity to efficiently function in contexts of reading
and writing. This dissertation
fulfills this gap from the perspective of Applied
Linguistics. It describes an actionresearch
experience, describing writing and reading pedagogical
practices, in the light
of socio-activity theory, in a classroom of Young Adult
Education, at Vida Nova
Project, Rio de Janeiro, Brazil. The guiding principle
underlying the pedagogical
practices was that the insertion of citizens in the world
of writing allows them to
extend their worldview, empowering them as active citizens
in a predominantly
writing social space. To do so, it analyzes notes from
field research and 25 reading
and writing activities, qualitatively and across time. The
texts involve argumentative
and retelling experiences. Results indicate that leading
students toward literacy
includes a commitment to working with language and a
process of making them
subject of discourse. For this to happen, they need to
take distance from practices
that see the best text as the one that most resembles the
discourse of school books.
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