Aprendendo a ser: socialização e letramento de uma estudante venezuelana em uma escola pública de Dourados – MS

Abstract

This research discusses the trajectory of socialization and the literacy practices of a Venezuelan student in the process of schooling in Portuguese Language classes in Elementary school, early years, in a public school in Dourados, MS. Ethnographically based, the research has as its methodological approach participant observation throughout the 2019 school year. Therefore, the data were generated from the insertion in the teaching context, considering the interrelationships built between Lis, the student in focus, and her teachers and classmates. The study is in the field of Trans/Indisciplinary Applied Linguistics (MOITA LOPES, 2006; SIGNORINI, 2008; CAVALCANTI, 2013; among others) and is anchored in the situated and ethnographic approach of literacies (STREET, 2014), mainly in what it could collaborate in expanding the reflection on the students' school journey and the social and identity relations built in the school context. Its leading guide is the work of Wortham (2005), for whom the trajectory of socialization of a subject at school occurs over a series of specific events. It also dialogues with the assumptions of Cultural Studies (HALL, 2006, 2012; SILVA, 2012; WOODWARD, 2012) that helped in establishing the concepts of identity and representation. The results of the analysis show that the student's socialization trajectory, in the fifth year of Elementary school, was marked by negative identifications, such as resistant student, problematic, illiterate in her mother tongue, and owner of an understanding capacity that is beyond comprehension, which in the context in which this discourse is expressed, leads to the inference that the student was grotesquely inserted in the group of students with special educational needs. These identifications are remnants of the current conception of literacy in educational institutions, a type of excluding literacy, which permeated the interaction practices in which Lis was involved at school. Even as a student in the position of learning an unknown language, since her mother tongue is Spanish, Lis was not spared from the aggravation of school literacy, which has the perspective of bringing the poor performance of students, in the face of the practices of reading and writing use, to the student himself. For this reason, there is a clear need and urgency for more welcoming practices of literacy, against the false premise of monolingualism and the myth that there is only one way to be literate, creating space in the classroom for hybrid language practices. It is a way to provide (re)existences to the subjects who live between languages (MIGNOLO, 2003).