Literacy and social justice: contributions of an outreach project based on the sociolinguistic method

Abstract

This article presents the results of a pedagogical intervention based on the Sociolinguistic Method of Literacy, developed with a first-grade class in a public elementary school. The experience was part of the Extension Project "Literacy as social justice: the challenge of guaranteeing initial reading and writing learning for students in the context of the COVID-19 pandemic," from the State University of Southwest Bahia (UESB), carried out in partnership with the field school and the Municipal Department of Education of Jequié. The initiative is linked to the research line Teacher Training for Literacy and Epistemological Aspects of Written Language Learning (PROALFA), of the Study Group on Training, Policies and Educational and Curricular Practices (GEFORPECC). Methodologically, the intervention was based on dialogical and contextualized pedagogical practices, guided by critical reflections on the socio-political, cultural, and technological transformations of the contemporary scenario. The results show that the strategies adopted favored the process of appropriating reading and writing by the children, contributing to the understanding of literacy as a practice of social justice.