Alfabetização e letramento na prática educativa da educação no campo: estudo de caso em classes multisseriadas (Campina Grande - PB)

Abstract

The growing cultural, social, political and technological changes in our society brought, in the late twentieth century, the concept of literacy, which increased the basic education practice and became one of the requirements for achieving active citizenship. Under this assumption, this paper aims to discuss teaching practices in multigrade classes in the countryside education with respect to basic education and the expansion of literacies. The proposal is to analyze how the teachers of these classes are promoting, with learners, the work with reading and writing. As the theoretical framework, we worked with studies of Gatti (2009), Tardiff (2009), Tfouni (2010), Soares (2003), Arroyo (2011), Freire (2011), Marcuschi (2008) and used, also, oficial documents of basic education, in order to better understand our object of study. The methodology was developed based on a qualitative research case study in four public schools located in the rural municipality of Campina Grande, Paraíba. To do so, we developed interviews with four teachers, in order to reflect on the practice of teaching of these teachers, in multigrade classes in countryside education. Thus, the final analysis of this study, was based on the collection and selection of data, both bibliographic and observation, relevant to the research. We consider in advance that the countryside education with multigrade classes, in the observed classes, shows problems related to basic education and literacy, often, preventing the formation of a proficient reader and writer in academic and social contexts.