Eventos de letramento e em contextos de línguas em contato: reflexões sobre o desenvolvimento da escrita

Abstract

This research has as its theme the event analysis of literacy in language contexts in contact, in a rural school in the community of Santa Rosa Ocoí, in São Miguel do Iguaçu. The community, colonized by German descendants, arouses the interest of the research by the presence of bilingualism (German/Portuguese) and, by be located in a region of border, it have contact with the Guarani and Spanish languages, characterizing itself as a sociolinguistically complex environment. The contexts of languages in contact attract attention because of complexity that the Portuguese language teaching takes on the learning of writing, doing itself necessary understanding how to the school considers the linguistic variation, without ignoring the issues which are interrelated with the cultural aspects of community. In this sense, we focus the research objective to investigate literacy events in language contexts in contact and linguistic variation, through reflective analysis of the interference of speech in the writing production of children enrolled in the 7th year of elementary school. For this, we support the study based on theoretical assumptions of Sociolinguistics Education according to authors as Bortoni-Ricardo (2004, 2005, 2011), Damke (1988, 1998, 2006 and 2013); Pereira (1999) and Von Borstel (2011); Calvet (2002, 2007); Bagno (1999, 2009, 2013), Kleiman (2010, 2012), among others. Qualitative research, ethnographic, presents the analysis of the interference of speech in children's writing, in view of the literacy events developed in the classroom. The data collect was done, first, through an interview with community residents and socialinguistic questionnaire, applied to the students, with purpose of verifying the existence of languages in contact in the community, and then, observe classes and based on literacy events, analyze the writing production of children, considering the interference of the languages in contact. As a result of this investigation, we realized that interferences in writing depend on the speaker's degree of bilingualism and they mingle with the linguistic variation of the Portuguese language and most of them are regular, which allow creating pedagogical intervention activities that they take in consideration specific contexts of writing