BEYOND INSTRUCTION: FOR AN AUTHORAL LITERACY THAT BREAKS WITH THE DOMESTICATING LITERACY IN THE GUARANTEE OF THE HUMAN RIGHT TO EDUCATION

Literacy. Authorship. Teaching practice. Human Right. Educational development.

The aforementioned Doctoral Thesis Qualification Project presents a research proposal whose objective is to analyze the specificities of a Domesticizing Literacy that, in opposition to an Authorial Literacy, contributes little to the student's authorship and compromises their educational development and the guarantee of the right to education and in the scope of Human Rights. For the development of this research, it is necessary to build two important categories of analysis from the bibliographical research: Author Literacy based on the authorship theory of Pedro Demo (2015), and; Domesticating Literacy based on Michel Foucault's theory of docilization and body control (1999). The categories of the theoretical framework discussed here are related to: adequate learning for literacy; inclusive literacy of black people and the poor population; education as a right, and the need to recreate the school so that it is able to teach literacy in an authorial way. With the purpose of outlining this research, the methodological framework presents qualitative research as an approach and as techniques and methods the: bibliographical research; document analysis; participant research; participant observation; open interview. The research field is composed of three schools in the municipal education network of Campos Belos - Goiás, in which three literacy classes will be researched at each school, totaling nine groups, with the objective of identifying and understanding the practices that approach and are related to each other. away from the author's perspective. At the end of the aforementioned research project, a schedule is presented that will be submitted to the Graduate Program in Human Rights for qualification and approval to continue the research.