O QUE A NÃO PARTICIPAÇÃO NA “RODINHA” SIGNIFICA: REVENDO OPORTUNIDADES PARA DEMONSTRAR IDENTIDADES LETRADAS A PARTIR DA TEORIZAÇÃO DOS POSICIONAMENTOS

Harris, Pauline

doi:10.1590/010318136068715912020

Brasil

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Dossiê • Trab. linguist. apl. 59 (1) • Jan-Apr 2020 • https://doi.org/10.1590/010318136068715912020 linkcopiar

O QUE A NÃO PARTICIPAÇÃO NA “RODINHA” SIGNIFICA: REVENDO OPORTUNIDADES PARA DEMONSTRAR IDENTIDADES LETRADAS A PARTIR DA TEORIZAÇÃO DOS POSICIONAMENTOS

Autoria SCIMAGO INSTITUTIONS RANKINGS

RESUMO

Esse artigo reporta um estudo de caso sobre como uma criança chamada Charlie foi posicionada e reposicionou-se dentre e através de diferentes tipos de encontros de letramentos escolares em sua sala de aula do primeiro ano do ensino fundamental. Esse estudo de caso é baseado na reanálise de um estudo originalmente conduzido pela autora (HARRIS, 1989); e fundamenta-se em uma história de pesquisa baseada em revisar bancos de dados arquivados à medida que novas teorias se desenvolvem.

Ao fornecer um perfil de diferentes formas através das quais uma criança se posiciona e é posicionada pela professora, o sistema e os/as colegas, esse estudo de caso apresenta uma abordagem de pesquisa para compreender processos de posicionamento e suas consequências para crianças no processo de desenvolvimento de letramentos e identidades. Para deixar claro como o estudo de caso levou a novas interpretações, o artigo foca nos múltiplos níveis de escala analítica e ângulos de análise de posicionamentos (ANDERSON, 2009) que foram selecionados para tornar visível a natureza dinâmica do posicionamento a luz da Teoria do Posicionamento (HARRÉ & LANGENHOVE, 1999; HARRÉ, 2012). Esse estudo de caso constrói, portanto, inteligibilidade teórica para compreensão da natureza fluida e dinâmica do posicionamento em sala de aula, assim como das influências do posicionamento nas oportunidades para a criança agir e demonstrar suas identidades e capacidades letradas.

Palavras-chave: letramento; identidades letradas; teoria do posicionamento

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UNICAMP. Programa de Pós-Graduação em Linguística Aplicada do Instituto de Estudos da Linguagem (IEL) Rua Sérgio Buarque de Holanda, n.571 - Cidade Universitária - CEP: 13083-859, Telefone: (+55) 19 - 3521-6729 - Campinas - SP - Brazil
E-mail: tla@unicamp.br

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Task interactions and actions of Charlie with resources and self	Theorizing moment-to-moment practices and characterization of participation
1. Charlie is in the classroom reading nook where he picks a detailed, complex information chapter book about marine life to read. Researcher's note. Across "Free Choice Reading" encounters, Charlie invariably engrosses himself in sophisticated information books that would have been deemed by his school to be well above his reading level.	Moment-to-moment practices Charlie initiates the selection of an information book that relates to his interests in nature, regardless of its readability as perceived by his teacher or school. Characterization of participation Free Choice Reading is characterized by Charlie as choosing a book that he genuinely wants to read and which matches his interests and aspirations. Reading in this situation is further characterized by Charlie as sitting at a table and quietly reading his book of choice. Researcher's note. On another occasion, Charlie told Pauline that he enjoys reading, whether alone or with another child. He also said he liked times when the teacher read to the class. He said, "I think it's nice to hear new ideas that other people have in their brains and nice to know new friends."
2. Charlie takes the book and sits down quietly at a table to read it quietly on his own.

3. Charlie opens the book and turns pages.	Moment-to-moment practices Charlie skims and scans the book. Charlie samples text in the book that catches his interest Charlie reads and quietly vocalizes to himself about what he is noting and learning as he reads. Characterization of participation Free Choice Reading is characterized by Charlie in terms of applying a range of reading strategies (identified in the above moment-to-moment practices) as an intent, agentic, focused reader and learner. Researcher's note. Charlie similarly engages as an intent, focused learner during "Free Choice Activities" encounters - such as when he spent a solid half-hour meticulously sketching a stegosaurus from a 3D model, erasing and fine-tuning details as he went.
4. Charlie stops at a page and begins to read silently.
5. Charlie stops and studies a photo of a goosefish.
6. About the goosefish, he exclaims to himself, "I tell you, that's weird! It's got something like a tree growing out of its head!"

7. Charlie reads on.	Moment-to-moment practices Charlie continues to skim, scan and sample text. Charlie attends to, reads and interprets both visual and verbal text and connects the two, such as the book's pictures and their captions. Charlie works to decode unknown and quite technical words. Charlie shows interest in words and being able to identify words he does not recognize in print. Characterization of participation Free Choice Reading is characterized by Charlie in terms of applying a range of reading strategies (identified in the above moment-to-moment practices) that serves to make meaning and advance his interests in and knowledge of the subject matter at hand.
8. Charlie looks at a photo of a Macau shark.
9. Charlie looks at the caption beneath the shark photo.
10. He sounds the caption out loud to himself: "/ma-caw/ shark."
11. He says to himself, "That sounds unusual. /Ma-caw/ shark."

12. Charlie turns some pages and continues reading silently.	Moment-to-moment practices Charlie continues to skim, scan and sample text. Charlie continues to engage with both visual and verbal text Charlie quietly reflects on what he is learning from reading this book. Characterization of participation Free Choice Reading continues to be characterized by Charlie in terms of applying a range of reading strategies (identified in the above moment-to-moment practices) that serves to make meaning and advance his interests in and knowledge of the subject matter at hand.
13. Charlie turns the page to a section on fish.
14. Charlie continues reading the words and photos.
15. Charlie stops and softly says to himself, "I learned something. I learned that some fish have bigger gills than others."

16. Charlie closes the book.	Moment-to-moment practices Charlie stops reading and closes the book. Characterization of participation Free Choice Reading is characterized by Charlie as ending with his closing of a book.

17. Charlie picks up a pencil and some paper and puts the paper together as a book.	Moment-to-moment practices Charlie initiates Free Choice Writing. Charlie makes a blank book. Charlie writes the title of his book, indicating that his book will be an information book about marine life. Charlie draws pictures for his book. Charlie labels his drawings, referring to words in the book he has just read. Characterization of participation Free Choice Writing is characterized by Charlie as a time to choose what he wants to write about, and as writing that connects with his reading. In a conversation with Pauline, he said, "Writing can be a hard assignment but I like it. I like writing my own books.". Researcher notes: Pauline often observed Charlie making books in which he makes reading/writing connections. However, he does not have access to opportunity to share the books he makes with the class because such sharing occurs during "Rug time" when Charlie is withdrawn from the classroom for remedial reading instruction.
18. Charlie writes "Marine Life" on the cover of his book.
19. Charlie sketches animals from the book he has just read, and copies words from the book to label his drawings in his own information text.