Gêneros textuais em uma escola do campo: por uma educação crítico-reflexiva

Abstract

This thesis aims to demonstrate how reading and writing texts within the context of Portuguese Language lessons contribute to lay the foundations for critical reflective education and for students to develop their sense of citizenship. The research took place in a rural school called Escola Municipal Sargento João Délio dos Santos, placed in the city of Duque de Caxias (Rio de Janeiro state) and had as participants students in 6th and 7th grade. Since the political dimension is inseparable from the educational process, laws and curricular guidelines for Basic Education that are - directly or indirectly - related to Rural Education are part of the discussions. Due to the peculiarities of this school, a socio-cultural questionnaire answered by the students help to identify some social and historical processes that are involved in the communicative situations of the groups. Texts produced during Portuguese Language classes are also part of the corpus. The textual genres chosen for this were autobiography and “cordel”. Their productions appear as a means to stimulate the students into reflecting about their role in the world and to value the experiences and the environment in which they live. As theoretical support, there are authors concerned with issues of critical education and training, as Paulo Freire (2011, 2018, 2019a, 2019b), and authors who regard the social character of textual genres, as Bakhtin (2011a, 2011b, 2014) and Guedes (2009), intending to build pedagogical strategies that develop the critical thinking of students about reality, at different levels. The transdisciplinary feature of the research stands out, as text genres are continuous practices, present since before school, crossing all areas of knowledge and continuing throughout life