Investigando práticas de letramento: uma pesquisa documental e bibliográfica acerca da Escola da Ponte

Abstract

The development of recent studies in the area of teaching and learning of languages suggests that the banking education model (FREIRE, 2016) is outdated, given the demands of contemporary society. Schools such as Escola da Ponte, located in Portugal, are an alternative, proposing an education that aims to develop people for life in society. This bibliographical and documentary research, based on the studies of Literacy as a situated social practice, had as theoretical support the contributions of Kleiman; de Grande (2015); Street (2008, 2012, 2013, 2014), Janks (2018), Souza (2011, 2014, 2018), Agra; Ifa (2018), Monte Mór (2018), Tagata (2017), Cope and Kalantzis (2000, 2020). The research aimed to analyze articles and academic research on Escola da Ponte, in addition to materials from the Fazer a Ponte course (2016), in order to analyze the concept of language and literacy underlying the reading and writing practices described by the corpus, verify in to what extent the analyzed materials point to the development of critical literacy of teachers and students at Escola da Ponte and, finally, to investigate the notions of school, education and society underlying literacy practices, according to the corpus materials. My analysis suggests that the pedagogical activities developed at Escola da Ponte, and described by the corpus materials, such as the Assembly, the Responsibility Groups and the daily newspaper, provide a favorable environment for the development of critical literacy on the part of students and teachers, constituting a fruitful field of study that can be used in future research.