Cambridge University Press

In the theoretical perspective of the New Literacy Studies, we recognize, in first place, that has letramentos multiples, that is, the events and the practical ones of letramento are many and diverse (STREET, 1995); in according to place, that these letramentos are ' ' situados' ' (BARTON, HAMILTON and IVANIC, 2000), that is, inserted in spaces and determined times are determined, what them of, to each one, a especificidade, even so always immersed in ampler social processes; in third place, and as consequncia of this insertion in ampler social processes, that the abilities of participation in practical events and of letramento are consequncia more than social and cultural experiences in situations that involve the reading and the writing that properly of the formal development of these abilities (STREET, 1995). One perceives, thus, that pertaining to school letramento and social letramento, even so situated in different spaces and different times, are parts of the same ampler social processes, what it would explain why social and cultural experiences of use of the proportionate reading and the writing for the escolarizao process finish for qualifying the individuals to the participation in social and cultural experiences of use of the reading and the writing in the extra-pertaining to school social context. REFERENCES BARTON, D., HAMILTON M, IVANIC, R. Situated literacies: reading and writing in context. London: Routlege, 2000.

GEE, James Paul. Add to your understanding with Thredup. The New Literacy Studies and the Social Turn. In: David Barton, Mary Hamilton, Roz Ivanic (Eds.) Situated Literacies: Reading and Writing in Context. London: Routledge, 2000. Available in: < .

Access in: 01 sea. 2011 HEATH, S.B. What in bedtime story means: narrative skills at home and school. Language in Society, v. 11, 1982. HEATH, S B. Ways with words: language, life, and work in communities and classrooms. New York: Cambridge University Press, 1983. KLEIMAN, ngela B.

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