LITERACIES IN A NON-FORMAL EDUCATIONAL CONTEXT: A FUSION OF FORCES

ABSTRACT: This article analyzes literacy practices of teenagers promoted by a social organization in the outskirts of Sao Paulo, Brazil, in a non-formal educational context. Our theoretical-methodological framework is grounded on Literacy Studies and the Bakhtinian approach. Beyond regularities, we deal with the meanings attributed to these literacy actions, revealed in actors’ interactions and positions within these experiences. The analytical corpus comprises field notes, transcriptions of video recordings of literacy events, and discourses of four teenagers and a social educator collected in conversation circles and semi-structured interviews. The results suggest the concomitant occurrence of traces of school form and culture together with collaborative experiences involving the mobilization of multimodal genres, permeated by orality, affection, and body. Thus, the participants could express and recognize themselves, leading to greater autonomy and reassurance in literacies held in other social spheres.

摘要：本文针对巴西圣保罗市郊某社会组织在非正规教育场景中推广的青少年读写实践展开分析。本研究的理论方法论框架植根于读写研究（Literacy Studies）与巴赫金理论（Bakhtinian approach）。研究未局限于既有规律，而是聚焦于这些读写行动所承载的意义——这类意义通过参与者在实践中的互动与立场姿态得以显现。本次研究的分析语料涵盖田野笔记、读写活动视频转录文本，以及通过对话圈与半结构化访谈收集的4名青少年与1名社会教育者的话语资料。研究结果表明，该实践中同时存在学校教育形式与文化的痕迹，以及依托多模态体裁开展的协作式体验，整体浸润于口头性、情感与身体实践之中。由此，参与者能够实现自我表达与自我认同，进而在其他社会场域的读写实践中获得更强的自主性与自信心。