Descrição e análise de eventos e práticas de letramentos: em perspectiva o curso técnico em mecânica integrado

Abstract

Assuming the social perspective of studies on literacies and Critical Discourse Analysis (FAIRCLOUGH, 1995, 1992, 2016), the present research is a case study that aims to describe and analyze literacy events and practices of students from the Technical Course in Mechanics Integrated to High School, in order to verify the extent to which there is a dialogue between professional and school literacy. Thereby, we start from concepts such as literacy events, understood as observable episodes that emerge from social and literate practices and from the concept of literacy practices, understood as the general ways of using writing in events. Based on that, we seek to: i) identify which discourse genres students at Integrated High School in Mechanics read and write; ii) map the literacy event(s) mediated by written texts to describe the community; and iii) verify how the social uses of writing are characterized in this community. The data were generated from a semi-structured questionnaire and interview, answered by 6 participants, whose questions showed the reading and text production process in Integrated High School (IHS). For data analysis, the following procedures were used: i) description of literacy events from the data collected in the semi-structured questionnaire and in the interview; ii) identification and analysis of elements of the Transitivity System - Processes, Participants and Circumstances; iii) interpretation based on elements of the Transitivity System; iv) identification of the social uses of writing in the community and, finally, v) written report in view of the case study method. In this sense, we identified reading and production practices shared in the basic and technical disciplines. The analysis of reading practices in the basic and technical/professional disciplines demonstrated a wide recognition of the textbook and the report genre. The analysis of textual production practices indicated that students carry out their participation in events in basic and technical disciplines when producing reports, abstracts, and essay responses. In relation to the disciplinary dialogue, the data indicate that there is a strong dialogue between technical disciplines and that these play a central role in relation to the basic disciplines. These results show the need for an interdisciplinary pedagogical practice so that the student is engaged to participate in specialized activities in this community.