Abstract

MAUES, Júlia  and  GUEDES-PINTO, Ana Lúcia. Challenges of interventive literacy proposals in Amazônia, Pará: Brazilian schools in cultural hybridization contexts. R. Bras. Est. Pedag. [online]. 2017, vol.98, n.248, pp.165-180. ISSN 2176-6681.  https://doi.org/10.24109/2176-6681.rbep.98i248.2533.

The article presents a cutout of the research project “Forming teachers amidst cultural hybridization contexts: interventive literacy proposals in Amazonia, Pará (2015-2016)”, about collaborative practices in schools, aiming to contribute for reflections about literacy as an established social practice. It is used the ethnography’s methodology, combined with literacy’s projects elaboration, in other words, considering writing practices looking towards the local culture needs. The theoretical framework is focused on the contributions from Education, Applied Linguistics and literacy studies, considering the words as social and ideological signs. It is focused on literacy events at Aicaraú Elementary School - Barcarena, Pará - highlighting the comprehension on local riverine culture and the decisions taken at school, which, besides being a multigrade school, it is located in the field and in Amazon space. The lacks faced by the school community emphasize the need of meeting the immediate objectives from schools placed in areas impacted by big projects promoted by the government in seventies in Brazil.

Keywords : literacy; writing practices; Amazon.

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