Educação do campo e o letramento dos professores : na busca por uma educação como prática da liberdade – estudo de caso na Rede de Ensino Municipal de Pelotas

Abstract

This dissertation. It was developed a study on the literacy phenomenon, focusing on the literacy of literacy teachers. The aim of this research was to contribute to think/reflect the literacy processes that occur in the early years of elementary school. It sought to analyze the limits and possibilities of the use of literacy in their strong/ radical sense, in the development of literacy practices in the daily life of a country side school. This case study was conducted in a country side public school in the municipality of Pelotas/RS. The study was guided from the contributions of Dialectical Materialism History as a methodological theoretical basis to understand the concept of literacy in order to amplify the debate on the importance of its use in educational work, in a critical and reflective way. Therefore, the observation techniques, document analysis and semi-structured interviews were used. Some of the categories, such as ideology, class consciousness, human emancipation, social world view and awareness permeate this analysis, as a possibility to rescue literacy in your direction 'strong/radical', in the direction of construction of critical educational processes, as essential component to the expansion of the possibilities of new social relations in the field and an education geared to the interests of the working classes of the same, to conquer a dignified life and possibilities. During the analysis and consideration was sought to reflect on the limits and possibilities of its implementation in the public schools of the field. It was concluded that the literacy worked in these schools is far from strong/radical design. What was possible to be found is that teachers use and understand literacy as an assistance tool, a methodological resource for the development of the literacy process, however, restricted to good ability to with the written code and is still far from strong/radical literacy design.