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：本文聚焦巴西圣保罗市郊某社会组织在非正规教育情境中推广的青少年读写实践展开分析。本研究的理论方法框架植根于读写研究（Literacy Studies）与巴赫金研究路径（Bakhtinian approach）。不同于过往研究仅关注实践的常规规律，本研究着重探讨这些读写行动所承载的意义，此类意义可通过参与者在该实践中的互动行为与身份立场得以揭示。本研究的分析语料涵盖实地笔记、读写活动录像转录文本，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，以及涉及调动多模态体裁（multimodal genres）的协作体验，此类实践被口语性表达、情感联结与身体参与所浸润。由此，参与者得以表达自我并实现身份认同，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。