LER E ESCREVER COMO EXPERIÊNCIAS COLABORATIVAS

PRÁTICAS DE ALFABETIZAÇÃO E LETRAMENTOS EM UMA ESCOLA HOSPITALEIRA DAS INFÂNCIAS

Abstract

This article is the result of research on literacy, literacies and inclusive education, developed at the Colégio de Aplicação da Universidade Federal do Rio Grande do Norte. Based on this transformative school context, we will address the movements of our literacy and literacies practices, with a view to building a hospitable school, open to difference (Derrida, 2003). The theoretical and methodological contributions to address the conceptions of language are the propositions of Bronkart's Sociodiscursive Interactionism (2007), whose bases are attributed to Vygotsky's Social Interactionism (2005; 2006) and Bakhtin's Discourse Theory (2003). We will discuss the concepts of literacy and literacies from a discursive perspective, based on Soares (2010, 2021); Smolka (1999; 2001); Geraldi (2001), Kramer (2011), Ferreiro (1999) and Kleiman (1995). Inclusive pedagogical practices, in turn, will be addressed in light of the propositions of Mantoan and Lanuti (2022, 2021, 2018), Lanuti and Ramos (2023). This text has a propositional character, in the sense of elucidating reading and writing practices developed with children, in an inclusive perspective, in Early Childhood Education and in the Initial Years of Elementary Education of a public school.