The entry into the teaching practice of social literacies
Paths for (re) encounters with the world of reading
DOI:
https://doi.org/10.46230/2674-8266-12-4323Keywords:
Social Literacy, Educational Ethnography, PIBIDAbstract
The present article discusses a literacy proposal developed in PIBID, Portuguese language degree, from an ethnographic perspective. The description and reflection of the scholarship holders' experiences stand out in a double process: the first concerns the formation of the reader-scholarship holder (re) constructed through the autobiographical narrative and the second refers to the construction of the teaching practice in the process of development of the literacy proposal at school. Educational Ethnography (ERICKSON, 1986; 1984), articulated to social approaches to working with literacies - New Literacy Studies (STREET, 2014), constitutes the theoretical and methodological support of this study; Pedagogy of Multiliteracies (LNG, 1996; ROJO, 2012) and Pedagogy of Transmedia (PEREIRA & GOMES, 2019). The results presented reveal the need to face the problems of (non) literacies without hiding the local reality of social inequality in many public schools in the country and confirm the theoretical and methodological approach of Educational Ethnography as a way to work with reading . They also reveal that the use of technologies, including digital, can be a solution to offer students access to literary works.
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