Infância: a look at the history of Graciliano Ramos's literacy
The work analyzes the history of literacy of Graciliano Ramos from the readings of the book Infância. It constitutes a critical review article that articulates education and literary text. The methodological procedures adopted involved bibliographical and documentary research. The results inform tha...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | EDUCAÇÃO: Teoria e Prática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.rc.biblioteca.unesp.br:article/15192 |
| Acceso en línea: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/15192 |
| Access Level: | acceso abierto |
| Palabra clave: | Alfabetização. Graciliano Ramos. Infância. Literacy. Graciliano Ramos. Childhood. Alfabetización. Graciliano Ramos. Infancia. |
| Sumario: | The work analyzes the history of literacy of Graciliano Ramos from the readings of the book Infância. It constitutes a critical review article that articulates education and literary text. The methodological procedures adopted involved bibliographical and documentary research. The results inform that Graciliano Ramos started learning to read and write in his home through the mediation of his father and Mocinha. Paternal performance was characterized by physical demands and punishments through the use of paddles, while Mocinha, perhaps because of the generational proximity, bet on dialog, which had an impact on the advancement of his learning. The material used was the ABC Letter that follows the synthetic method and the spelling technique. This time was perceived by the child as a long, tedious and frightening period. At school he met the first teacher, Dona Maria, who marked his relationship with formal knowledge, especially writing and reading. It is concluded that the text Infância makes available, through autobiographical resources, important elements that allow understanding aspects of the History of Education and, particularly, the difficult entry into the written culture in the Northeastern context in the turn of the 19th and 20th centuries. |
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