As práticas de leitura e escrita em uma comunidade rural do município de Bacabal – Maranhão: uma pesquisa de campo

Abstract

The dissertation investigates how working with the textual genre of literary memoir contributes to the development of reading and writing practices among 8th-grade students in the rural area of Bacabal, Maranhão. The guiding question is: how are reading practices related to these students’ text production? The specific objectives were: to understand how students mobilize personal and collective experiences from the rural community in their writing; to identify structural and linguistic characteristics present in the texts, such as markers of subjectivity, orality, and temporality; and to analyze the potential of the literary memoir genre in valuing local identity. Methodologically, the study is applied, exploratory, and descriptive, based on authors such as Antunes (2001, 2005, 2009), Bakhtin (2003, 2006), Freire (1999, 2006), Geraldi (1984, 2004), Marcuschi (2002, 2008), and Soares (2004, 2009). The research results indicate that the literary memoir genre serves as a significant resource for integrating reading and writing within the sociocultural context of the rural area under study. Students’ texts show that reading and writing practices allow for the organization of personal and cultural experiences. There is evidence of temporal progression, textual operators, and incorporation of a repertoire drawn from affective memories, ensuring coherence and comprehension. Literary memoirs prove effective in articulating reading and writing. It is concluded that reading and writing practices in the rural area of Bacabal favor textual organization and the expression of personal and cultural experiences. The production of literary memoirs articulates memory, affectivity, and language, demonstrating the importance of the sociocultural context in teaching, even in the face of formal limitations.