Autonomia, letramentos sociais e participação: os caminhos percorridos com os estudantes do oitavo ano de uma escola pública estadual no Gradim

Abstract

The actions of the present research are based on the theoretical dialogical and interactionist studies of language, idealized by Mikhail Bakhtin and his Circle, with considerations about the enunciative theory defended by Cecília Goulart, according to which “to enunciate is to argue”, as well as the concepts of experience / sense of Jorge Larrosa Bondía, passing through the ideas of education as a political act and the emancipating formation of the student, through Paulo Freire's critical pedagogy and Edgar Morin's reflections on the individual's complexity. The work proposal now shared used the methodology of socially critical action-research (TRIPP), and proposed the participatory didactic elaboration (OLIVEIRA, 2019), which suggests qualitative educational activities with a political and ideological bias, also resorting to studies of literacies (STREET, 2014). The study presented aims to observe my teaching practice with students of a class of eighth grade of elementary school, at Colonel Francisco Lima State College (CECFL), a school unit located in the district of Gradim, municipality of São Gonçalo, state of Rio de Janeiro and sought encourage the pertinent power of young people to reflect, rethink, create and share their experiences; as Paulo Freire suggests from “saying your word”. The activities we developed were explored believing in the dialogical potential that a classroom provides and in valuing students' creativity and autonomy and were produced in an interinstitutional partnership between CECFL, CIEP 250 Rozendo Rica Marcos and UERJ / FFP. We developed an opinion poll with a group of eighth grade students, in which students chose the neighborhood in which they live / study as their theme, carrying out practical actions in the neighborhood, which led to the development of workshops for the students of that CIEP, integrating to the project that the team had been developing, based on Leonardo Boff's guidelines for taking care of yourself, the other and the planet. The present research showed that it is possible to learn beyond the walls of the school, with significant practices lived by the students and the teacher-researcher, transforming a pedagogical experience, into a human experience.