Letramento: o uso da leitura e escrita como prática de inclusão social

Abstract

Today we live in an extremely graphocentric society, in which writing assumes multiple functions, requiring individuals to know how to practice it dynamically, in the most diverse situations of social interaction, evidencing that only coding and decoding words is insufficient for participation in social practices involving written language, it is necessary something more: knowing how to use reading and writing according to continuous social requirements. Following this logic and, considering, the clashes that take place in the processes that build the permanent relationship of reading and writing, we use, for our research, the fundamentals of Literacy. Therefore, our goal is to analyze the literacy practices developed in a School Inclusion Center of an Association that serves people with physical disabilities, in the South of Minas Gerais. And, thus, to verify whether the conceptions of reading and writing that permeate them are conveyed by the New Studies of Literacy, as well as the factors that conceive it as an essentially social phenomenon. These new conceptions guide the theoretical contribution assumed by us in this work. Additionally, because it is an inclusive project, the concern must be present in the methodology. Thus, we focus our research on the qualitative approach, with an ethnographic nature, offering those involved a cooperative environment. Data were collected through semi-structured interviews, autobiographical reports and participant observation. The sample consisted of a coordinator, two pedagogues and two children with physical disabilities. Data analysis and interpretation were done descriptively. From the results obtained, it was expected to reveal and think about pedagogical practices from an inclusive perspective, which referred to the change in the literacy condition of children with physical disabilities, giving it the possibility of consolidating a critical view of what is read and reflective about what is written, conceiving the idea that reading and writing, when well understood, become tools for their social inclusion.