Letramentos em construção de estudantes oriundos de assentamentos do Movimento dos Trabalhadores Rurais Sem Terra (MST) no Rio Grande do Sul

Abstract

The present research aims to analyze elements of the trajectory of literate experiences of four students from three settlements of the Landless Rural Workers Movement (MST), graduating from different courses at a federal university in the south of the country. In addition, it seeks to verify certain literate practices developed in the context of social circulation of subjects that were significant for the process of these students' admission to Higher Education and, also, to identify the adaptation strategies used by such students to engage in activities of academic literacy required at the university. Data generation took place from twelve semi-structured interviews, three with each subject, all of which were done remotely through video calls between the months of July and October 2021. With the analysis of the data, it was found that the literate experiences that the subjects shared before graduation were restricted to socialization between the family and school environment, not interacting with literacies valued by a dominant culture. In this way, it was the affective and ideological stimuli obtained in the family system, the literate practices developed at school and the constituent singularities of the identity of each participant that allowed them to become subjects of school success and enter Higher Education.