Documentário: uma proposta que contempla o letramento e a variação linguística para a formação de cidadãos críticos desde o 1º ano do ciclo de alfabetização

Abstract

This work presents a pedagogical approach that uses the production of a documentary in order to offer students in the first year of primary education and in the first literacy stage the reflection about language and language variation. It is intended to analyze how possible it is to introduce the discussion about language variation, from a multiliteracy perspective, to students in the first year of primary education. Regarding the objective of the research, it is to identify the students’ level of literacy and multiliteracy and, from this, to analyze the construction of their knowledge about language variation as well as to verify how the production of a documentary what extent the production of a documentary contributes to the perceptions of the social function of the spoken and written language. Regarding the objective of the teaching, it is to provide moments for reflection about the language with activities that comprise multiliteracy. Also, to discuss with the students questions regarding language variation as well as to motivate them to produce a documentary that makes possible to embrace all the aspects mentioned above. To elaborate the proposition of this work, the concepts of literacy from Soares (2003), multiliteracy from Rojo (2012) and language variation from Bortoni-Ricardo (2004) were used. Regarding the documentary, the references were found in Bentes (2008). This proposition was carried out with a group of students from the first year of primary education in a public school in the city of Bagé, Rio Grande do Sul, Brazil. The first step was to verify the students’ literacy level and how they use multiliteracy. By doing this initial verification, it was possible to find a way to get the proposition of producing a documentary closer to what the students already knew about it. Thus, the production of the documentary became significant and the students got involved in all the phases such as the selection of the theme, the planning and production of the scripts, the interviews and reports, the soundtrack, the edition of the scenes and the final production. By the end of the proposition, it was organized the analysis of the students’ development throughout all the phases of the documentary production. It is possible to say that, by working with literacy from the perspective of multiliteracy and the reflection about the written and spoken language, the process of writing gets a broader and more significant meaning, since the students, in producing the documentary, were able to reflect about the social function of the spoken and written language and about if and when we need, or do not need, to monitor them. The students seem to have noticed that the language has a social function and that literacy goes further beyond of coding and decoding words. It is necessary that the teachers understand the importance of recognizing the language and its social function since the very first years of primary education and that the reflection about the language be present in all classes so that the students can become more active and more participative citizens in our society.