Discussion on the Portuguese Class: On (Non) Functional Experiences

The Portuguese class discusses this chapter, addressing school language education for the social use of writing. It is an approach that aims to address the following question, based on reflections on (non) functionality[1]: With regard to Portuguese classes in basic education classes located in fragile social environments, is it possible to evaluate the creation of a didactic method in teaching the social uses of writing that is not limited to functionality? The philosophy of language from the Bakhtin Circle, the anthropology of language from literacy studies, and the psychology of language from Vigotskian ideology form the theoretical basis. This is a case study whose data has been developed by means of documentary research on the experiences of the Institutional Program for Introduction to Teaching (Pibid / Capes), which has an interpretive basis for its study. The results demonstrate the possibilities of a didactic intervention that, taking advantage of the functionality that characterises the school system and the latest technology, opens up spaces for non-functional education for written uses in which the word does not yield to the global market logic.

Author (s) Details

Mary Elizabeth Cerutti-Rizzatti
Department of Vernacular Language and Literature, Federal University of Santa Catarina (UFSC), P.O.Box88040-900, Florianópolis, Brazil.

Josa Coelho da Silva Irigoite
Department of Pedagogy, State University of Santa Catarina (UDESC), P.O.Box88.035-001, Florianópolis, Brazil.

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