Trayectorias de acceso al mundo de la escritura: relevancia de las prácticas de literacidad no escolares para la literacidad escolar

In this article, Angela Kleiman, a Chilean scholar long-based in Brazil, discusses aspects of traditional school literacy and ponders on the relevance of non-school writing practices to promote access to lettered culture. Kleiman presents works of two of the lines pursued by the research group under her direction, Letramento do Professor. The first one focuses on the development, analysis and documentation of teaching proposals called ”literacy projects“ and their impacts on written language learning. The structuring axis used for curricular planning are based not on grammatical content, text types or genres, but rather on the meaningful practices of social life as seen by the students and their communities. The second research line focuses on the situated and vernacular uses of the written language and its impact on multiple identity construction processes experienced by community leaders and agents. These act on the fringes of global literacies promoted by socially legitimated, training institutions, and carry out resistance practices. Both lines of inquiry converge and contribute to the development of writing learning programs aimed at including socially vulnerable students, whose access to the lettered culture is hindered by multiple obstacles.