Impasses in the learning of reading and writing in complex linguistic contexts

Abstract

Our research subject is the specificity of impasses in the learning of reading and writing of children living in contexts where the mother tongue and the tongue used in school during literacy are not the same. The general objective is to investigate the co-relation between Complex Linguistic Context (empirical framework) and Complex Linguageiro Context (psychic framework) and their respective influences in the impasses experienced in the process of learning to read and write of children whose mother tongue is not the tongue in which he was (or attempts to be) literate. To this end, we conducted field visits to Angola, where we began to analyze the situation of children with successive disapprovals. Based on data collection aimed at writing, reading, teacher training and social / family / community experience, it was possible to ask questions that will guide us during the internship period at Université Paris 8 - Vincennes-Saint-Denis. They are: What are the co-relationships between learning impasses in literacy and Complex Linguistic Context / Complex Linguageiro Context? If there are, what effects can both contexts produce in the process of constitution of a subject? And the unfolding in the position of the subject in front of his tongue? In order to answer them, the scholarship holder will be in charge, during the period of internship abroad of the theoretical-conceptual researches needed to support the concepts formulated in the thesis, as well as the data analysis with a linguistic and psychoanalytical focus essential for the development of this investigation. We will try to correlate the children's productions with the linguistic reality of Angola as well as to build the reading and writing courses undertaken by the students considering the conceptual framework of the Lacanian psychoanalytic theory. So we can extrapolate principles that shed light on research on learning to write in complex linguistic contexts. (AU)