SCHOOLING AND THE SOCIAL PRACTICES OF READING AND WRITING: THE ANALYSIS OF ADULT LEARNERS FROM BASIC SCHOOL
DOI:
https://doi.org/10.21814/rpe.3031Abstract
This article brings about reflections of a research carried out in the Project for the Youth and Adults in Elementary School from Federal University of Minas Gerais (Brazil). These reflections are on how adults, in the process of basic schooling, analyze their practices of reading and writing, understand their literacy experiences in school and evaluate the potential impacts on those practices. The analysis of four semi-structured interviews with students from Youth and Adults Education suggests that they consider the diversity of their reading and writing practice and recognize, although in a relativistic way, the role of schools in the promotion of literate practices of social use. The interviewees identify the expansion and the refining of their practices in reading and writing, triggered by demands and opportunities of the school experience. They point, however, to a certain independence from their everyday practices of literacy in relation to the school practices, independence which is a result of school experience or which is, in spite of it, preserved.
Keywords
Youth and adults education; Literacy; Sense and meaning
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