Trajetórias de letramentos e desafios na Educação Básica de estudantes indígenas e quilombolas da UFPA

reflexos no Ensino Superior

Abstract

This article seeks to understand the challenges in literacy trajectories in basic education and possible repercussions in higher education for indigenous and quilombola students on the Degree in Literature – Portuguese Language. To this end, the perceptions and experiences of these students in their academic careers were analyzed. The research was carried out with students participating in the Teaching and Learning Project Literacia e Integração Acadêmica: a autonomia pelas vias da aprendizagem e inclusão - PLIA (Literacy and Academic Integration: autonomy through learning and inclusion), at the University Federal of Pará. The teaching project aims to promote the academic development of those entering undergraduate courses in situations of socioeconomic vulnerability by meeting their educational needs. Located within the scope of Applied Linguistics, it is based on studies on Alphabetization and Literacy (KLEIMAN, 1995, 1998; SOARES, 2003, 2004 2005; FREIRE, 1989, 2000) and in the conceptions of public policies and affirmative actions. As a methodological basis, a qualitative-interpretivist approach, with an ethnographic bias, was adopted. The corpus for analysis consists of data generated from semi-structured interviews and field observation. The results indicate that the participants did not have the opportunity to have adequate schooling with literacy and literacy pedagogical actions for full social and cognitive development, thus interfering and reflecting on current undergraduate activities, especially with regard to reading and writing. We suggest that other research and teaching projects related to literacy, such as social practices of using language in specific contexts of reading and text production, be put into vogue in order to promote the use of language as an interaction/socialization tool and full development for the exercise of citizenship and equity in academic-professional training.