Literacy in elementary school classroom: production conditions, teachers knowledge and establishment of authorship

Abstract

Many researchers as Tfouni (1995), Kleiman (1995), Assolini (2003), Mortatti (2008), Soares (2010), among others, have focused on studies concerning literacy. The issues surrounding this phenomenon continue to instigate scholars, particularly when they ask, where production conditions occurs literacy in the Brazilian public education? For many students are not literate in the school year specifically to this task literacy? Why Brazil, particularly public elementary school, shows high numbers of subjects illiterate, who even come to high school without knowing how to read and write? What is the teacher's role in this process? The student can put yourself as the author of your saying? Under what circumstances? However, the studies cited did not stop fully in observing the everyday classroom itself, that is, where in fact can give (or not) the literacy process. Understand and identify the gap in important studies completed, it instigates us to conduct research that seeks to understand in which production conditions gives the process of literacy in the classroom in public schools in the state of São Paulo. We have used the French matrix of Discourse Analysis (pechêuxtiana), the socio-historical theory of literacy and Tfouni authoring concepts (1999) and Orlandi (2001) to support and sustain this research we propose to do. (AU)