La escritura vernácula de las niñas y los niños gitanos
Form and content of the spontaneous writing produced by a group of Gypsy children in an informal learning context are analysed. The texts were written in an after-school computer program organized by a Gypsy cultural organization in which about 20 children between 5 and 13 years of age participated....
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2005 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/41398 |
| Acceso en línea: | http://dx.doi.org/10.1174/1135640053603346 https://hdl.handle.net/10578/41398 |
| Access Level: | acceso abierto |
| Palabra clave: | Alfabetización vernácula Etnopoética Género discursivo Gitanos |
| Sumario: | Form and content of the spontaneous writing produced by a group of Gypsy children in an informal learning context are analysed. The texts were written in an after-school computer program organized by a Gypsy cultural organization in which about 20 children between 5 and 13 years of age participated. The texts have been examined from the viewpoint of literacy as social practice and using procedures derived from ethnopoetics in relation to two issues. First, variations regarding dimensions, such as, formal resources exploited in the texts, the relationship with text recipient, and the social context tacitly or explicitly mentioned in the text. From this analysis, texts were classified as religious, possible copies, letters, autobiographical statements, insults or hybrid texts. Second, relationships between different social contexts that are established in the texts. The main contexts mentioned are their peers, the school, the family and the Evangelist Church. Our results suggest that there are out-of-school forms of literacy in this Gypsy community that call for a review of descriptions of the Gypsy culture as essentially oral. Also, we consider that the methodology employed can be modelled in formal contexts to facilitate Gypsy children’s participation in school |
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