Letramento dialógico na escola pública

Authors

  • Rafael Lira Gomes Bastos Universidade Federal do Ceará (UFC)
  • Samuel de Carvalho Lima Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN)

DOI:

https://doi.org/10.4013/cld.2023.213.07

Abstract

The purpose of this paper is to create intelligibility about two literacy events in a public school in northeastern Brazil. The theoretical foundation is established in dialogic literacy, a concept emerging from the interface between the studies of critical literacy, social literacy and the dialogical conception of language. Through autoethnography, a qualitative research method, two events are described: protests by students and education professionals against the Proposed Amendment to the Constitution (PEC) of the Public Spending Ceiling in 2016 (currently Constitutional Amendment n. 95) and against the political intervention in their institution in 2020. The analysis is based on the discussion of the events in the light of the theoretical foundation, showing that it is possible to adopt practices of reading and writing texts at school in order to organize students for social transformation.

Author Biographies

Rafael Lira Gomes Bastos, Universidade Federal do Ceará (UFC)

Doutor em Linguística pela Universidade Federal do Ceará (UFC). Professor da Secretaria de Educação do Estado do Ceará (SEDUC).

Samuel de Carvalho Lima , Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN)

Doutor em Linguística pelo Programa de Pós-Graduação em Linguística (PPGL) da Universidade Federal do Ceará (UFC). Professor Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN). 

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Published

2023-09-27

How to Cite

Bastos, R. L. G., & Lima , S. de C. (2023). Letramento dialógico na escola pública. Calidoscópio, 21(3), 538–556. https://doi.org/10.4013/cld.2023.213.07

Issue

Vol. 21 No. 3 (2023): Volume Atemático (v. 21, n. 3 - 2023, set-dez)

Section

Articles

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