Alfaletramento de camponesas na curricularização da extensão no curso de Pedagogia da UNIR

Abstract

The investigation dealt with the literacy of peasant women and the training of literacy teachers through the curricularization of the extension of the Pedagogy course at UNIR The objective was to develop an analysis of the pedagogical conceptions and mediations that were capable of contributing to the literacy process of female peasant workers and the training of literacy teachers proposed in the initial and continued training of the “Itinerant University Extension” of the Pedagogy course, of the Rolim Moura Campus, monitoring its activities throughout the second semester of 2022 and 2023. The study was conducted by the following guiding questions: what are and how did the teaching and learning mediations present in the activities occur? developed, through the extension curricularization, at the Che Guevara Camp (ACG) in Alto Alegre dos Parecis (AAP) in the State of Rondônia, during the second semester of 2022 and 2023? The work category and school and non-school knowledge have effectively contributed to the literacy process of female peasant workers, through university extension? How was this knowledge mobilized in the course of the work activities with the female alphabet farmers and in the initial and continued training of male and female alphabet men and women who participated in the project? The methodological path was collaborative research that adopted dialogic circles for the production and organization of information, which is in line with Freire's proposal, which guided the activities to account for the triangulation of information, with the concepts of work and reality of knowledge non-schoolchildren from peasant alphabets. Thus, theoretical contributions focused on literacy in Freire (2023, 2011, 2010), Soares (2021, 2016, 2020) and Ferreiro (1987, 1992, 2007) and Ferreiro; Teberosky (1999). In terms of approaches and procedures, we are based on Marx (2020; 2012), Saviani (2013), Ibiapina (2008). The results achieved confirmed Freire's propositions that indicate the existential reality of alfaletrandas, which together with the work category, represents the facilitating axis of dialogic in the problematization of the generating word. This reference mobilized the process of teaching and learning reading and writing linked to literacy, which resulted in fruitful achievements in the literacy process of peasant women in activities arising from the project: “School and non-school knowledge: the work category in the initial and continued training of literacy teachers for different age groups”.