Identidade e práticas de letramento: o que as pesquisas recentes revelam acerca de escolas do campo

Abstract

Identity and literacy practices: what does recent research reveal about rural schools? This article presents theoretical reflections on the relationship between teacher education in the area of Portuguese language, and social identities in rural schools. By dialoging with recent research, the intention is to understand what research reveals about literacy in rural schools and how the literacy practices evident in this research collaborate in the construction of the identity of rural students. The article is a literature review. The theoretical framework adopted for the discussion of identity was based on Bauman, Hall and Moita Lopes. In order to discuss the issue of literacy, the ideological literacy model of Street was adopted, together with Kleiman, Kleiman and Matencio and Signorini. Regarding identity and literacy practices in rural schools, this article was based on research by Campos, Cândido, and Santos, among others. The methodology used was from the field of applied linguistics and a qualitative approach was adopted. As a result of this study, it was possible to identify the need for teacher training directed specifically at the rural context, which has an important contribution to the identity of rural students. We conclude that there is a need for more research in the area to implement discussions about literacy and identity in rural areas.