Abstract

NOVAIS, Carlos Augusto; CARVALHO, Gilcinei Teodoro  and  MACHADO, Maria Zélia Versiani. Readings of low-income youth: school and non-school literacy practices in rural areas. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2015, vol.24, n.43, pp.199-209. ISSN 0104-7043.  https://doi.org/10.2015/jan.jun.v24n43.016.

This article presents the results of a large-scale research project concerning literacy practices in rural contexts both in school and non-school settings. The research aims to describe and analyze reading and writing practices of rural youth, which take place in their schools and their communities. This analysis examines data compiled from questionnaire studies administered to students of two agricultural secondary schools, known as Escolas Família Agrícola (EFA), which grant professional degrees to those seeking to work in the agricultural and livestock sectors . Additional data was culled from recorded video interviews, observations in loco, and photographs. Considering the pedagogical system of alternance adopted in these schools, the analysis took advantage of this methodological approach, which seeks to strengthen the bond between literacy practices that take place within and outside of school. The data collected indicates the heterogeneous nature of the reading and writing repertoires in the literacy practices carried out at school and at home. It also signals either the presence of a pragmatic view vis-a-vis the job market, shaped by a learning context in which technical knowledge is stressed, or the influence of cultural references and socially valued readings. This hybridism reveals how flexible borders can be, while relativizing the usual hypothesis that characterizes the literacy practices of young people in rural areas as homogeneous.

Keywords : Reading Repertoires; Literacies; Rural Schools; Rural Communities.

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