Os documentos curriculares oficiais e as práticas de leitura e escrita sancionados para o ensino em tempos de pandemia, à luz dos novos estudos do letramento

Abstract

When this master's thesis was conceived, the world was not yet appalled by the pandemic arising from the appearance of Sars-Cov19, a highly lethal virus that imposed profound changes in their habits and customs on all countries of the world, affecting various spheres of everyday life. This was also the case at the school, which was urged to change their agendas to account for a contingent of students who needed to continue having access to knowledge, even though they were not phisically in the school. Faced with this new situation, the school used the remote teaching system, a device created to attend apprentices of all academic levels, in order to continue the promotion of literacy of this public. It was in this new socio-historical context that this research was born, which main objective was to know and analyze the practices and conceptions of literacy that permeate the official curricular documents produced for the moment, with a view to comming whether they align with the conceptions of reading and writing according to the postulates of researchers who are part of the New Studies of Literacy, such as Street (1984, 2003), Barton (1998), Gee (2005), Kleiman (1995) and Terzi (2006). To achieve this goal, we opted for a qualitative research, of observational-participant profile, in which we sought to analyze some of the official curricular texts for the pandemic period, we also used interviews directed to the director and the teacher, so that their conceptions of literacy were known, because as we believe our beliefs and values greatly influence our relationship with writing and reading and, consequently, all literacy practices that we develop both in the personal and in the teaching spheres. And finally, some classes via Google Meet were analyzed for it was important to know the literacy conceptions of the teacher reflected in the development of their practices. It was concluded that the conceptions of literacy that permeate the official curriculum texts are in line with the premises of the New Literacy Studies. However, in relation to the teaching practices observed in their remote classes, it was observed that some align with the conceptions of the NEL, but others do not, despite the intense effort of the teachers to manufacture new daily lives. We can affirm that there was a certain oscillation between the literacy models as proposed by the precursors of this nucleus of studies.