ALICE’S THIRD SCHOOL EXERCISE BOOK: REFLECTIONS ABOUT A LITERACY EVENT IN THE CONTEXT OF LEARNING HOW TO READ AND WRITE
DOI:
https://doi.org/10.19177/prppge.v11e202017344-364Keywords:
Literacy, Teaching reading and writing, Writing, School exercise books.Abstract
This paper, which is a contribution to the recent history of literacy, addresses the relation between a child and the written language in the light of individual records she kept in a specific school exercise book. Data were collected by a broader investigation whose main objective was to identify literacy practices carried out with preschoolers and first graders in Pelotas, a town located in the south of Brazil, throughout the implementation of the 9-year Elementary School. Alice’s use of a third school exercise book during her literacy process as a first grader in a public school in 2010 was treated as an important and decisive event (HEATH, 1983; STREET, 2010) in her development as a competent user of the written language. The child’s initiative, i. e., keeping an extra school exercise book besides the school ones, revealed an interactive and creative relation with the written language, as opposed to the mechanical teaching and rote learning proposed by her literacy teacher.
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