Percepções e praticas sobre ensino e aprendizagem da leitura e da escrita: Escola Primária Maxaquene C – Cidade de Maputo

Abstract

In this study we analyze the perceptions and practices around learning to read and writing and how the same learning is articulated by teachers in the initial classes (1st and 2nd) and 5th class (where the student is seen as already having a command of reading and writing). This was done an ethnographic research was carried out in the City of Maputo at the Maxaquene Primary School “C” and at Bairro Maxaquene “C” during the period from July to November 2011. Practices on reading and writing and the consequent school performance of students, have been synthetically associated with the socioeconomic level of individuals. In this light, it is placed the direct proportion that shows that the higher the socioeconomic level that an individual you have, you will be satisfied with the performance of your studies. This prism of analysis, abdicate from assuming and understanding the socio-cultural diversities that the subjects present during the process of teaching and learning reading and writing. With a different view, the present study shows that in the target group, there are other logics that permeate the respective modus vivendi on teaching and learning and the practices of reading and writing students, who gain their meanings in several domains: in the domain of social relations, in the material domain and in the symbolic domain. The data reveal that the attention of parents and guardians in monitoring of their children in learning to read and write provides the mastery of reading and writing in their students. In these practices, the following social networks stand out: neighborhood and friendship, created by both parents and guardians as well as students. These particularities present in the context of this study impose and influence the process of teaching and learning reading and writing in students. (TRADUÇÃO NOSSA)