Literacies and sociolinguistic overview: reflection and action in teacher training of rural people
Literacies; Sociolinguistics; Teacher Training; Ethnography; Rural Education.
The Thesis “Literacy and Sociolinguistic overview: reflecting and acting in teacher training of rural people” is situated in the macro context of Rural Education and in the micro context of the training of educators in the Degree in Rural Education. The objective is to analyze the contribution of literacies and sociolinguistic education to the academic development of peasant educators, throughout their initial and continuing education at LEdoC/FUP. As a methodology, we used a critical qualitative and ethnographic approach. In the theoretical framework for data analysis, I propose the integration between the fields of study of Qualitative Sociolinguistics (HYMES, 1972; COUPLAND, 2001, 2016; BORTONI-RICARDO, 2006, 2010, 2011; SOUSA; 2006; 2011; 2016,), of Literacy Studies (BARTON & HAMILTON, 2000; STREET, 1984, 2001, KLEIMAN, 1995, 2008; LILLIS, 2003). As theoretical-methodological support for data analysis, we based ourselves on Critical Ethnography (THOMAS, 1993; MACEDO, 2010); in Netnography (KOZINETS, 2010), in Ethnography of Communication (HYMES, 1972, 1986) and in Critical Discourse Analysis (FAIRCLOUGH, 2003; RESENDE E RAMALHO, 2009; RAMALHO & RESENDE, 2011), among others. The results confirm the importance of sociolinguistic education and multiple literacies developed at LEdoC/FUP, throughout the initial and continuing education of educators and reveal the challenges and advances of the course in relation to the literacies of peasant people.