THE RURAL CONTEXT IN OFFICIAL DOCUMENTS AND IN PORTUGUESE CLASSES

Abstract

Abstract: This article presents the results of a research which had by search’s object the reading and written practices in rural context. As matter of fact, this investigation had double analysis objects: the guiding documents of Portuguese language teaching (BNCC and the curriculum document of maranhense territory) and the reading an writing practices of rural communities students. Due to the COVID 19 pandemic, the observation about reading and writing practices focused attention on material analysis produced by teachers from rural schools shared to the students from these communities since the pandemic beginning. This investigation tried to answer one of the collective project questions, which be: How do the specificities of rural context intervene in reading and writing practices? This is a documentary and qualitative research inserted in the collective project Local Knowledges in the Rural Context: reading and writing teaching financed by FAPEMA (Universal 01299/18). It’s important to emphasize that the relevance of this investigation is due to its double look at the same research object: school reading and writing practices in rural contexts and how local knowledge is incorporated into official documents. As theoretical referential, we based ourselves in Barzotto (2016), Roger Chartier (2004 e 1988), Geraldi (2004), Orlandi (1983), Marcuschi (1985), Foucault (1970), among others authors.

Keywords: Reading; Writing, Local Knowledges; Official Documents; Rural Contexts.