Letramento de alunos do ensino médio nas práticas do estágio supervisionado

Abstract

This study aims to analyze how students understand and engage in literacy events, based on the guidance provided by teachers in initial training, throughout textual production practices during the Supervised Portuguese Language Internship. The research is grounded in theoretical contributions from Kleiman (1995), Street (2014), Kleiman and Assis (2016), and Soares (2012), which discuss general notions of literacy studies, as well as the works of Soares (1998), Rojo (2001), Oliveira and Szundy (2014), which address school literacy. Methodologically, it is an ethnographic research, adopting the theoretical-methodological approach of Applied Linguistics. Data generation was conducted through field notes and textual productions of high school students in Portuguese Language classes at a public school in the State of Alagoas. The results obtained revealed students' interest in revising their texts, aiming at their engagement with the learning process. The analysis of the different versions of narratives allowed identifying the challenges faced by students and the progress achieved throughout the process of textual production, as well as the creativity of students in addressing issues pertinent to contemporary societ.