O letramento como prática social na educação profissional e tecnológica: reflexões sobre a formação discente

Abstract

Literacy is understood as a social practice and is characterized by the use of reading and writing in different social contexts, especially in Vocational and Technological Education. This study is based on the contributions of Magda Soares (2018), Angela Kleiman (2022), and Brian Street (2014), who understand literacy as a social practice. In this sense, language transcends the technical dimension, constituting a fundamental element in the students' education. Therefore, this work aims to analyze how literacy, understood as a social practice, is characterized in Vocational and Technological Education, considering its relationship with language teaching and student development. The research adopts a qualitative, descriptive, autobiographical approach, developed from a training memoir, inspired by the principles of action research. The results indicate that literacy is characterized as a dynamic and situated process, directly related to the social, cultural, and professional practices of students. Furthermore, challenges in language teaching are highlighted, such as the persistence of traditional practices and the fragmentation between general and technical education, as well as possibilities for teaching practice, such as the use of active methodologies, the integration of theory and practice, and the incorporation of educational technologies. It is concluded that valuing literacy as a social practice in Vocational and Technological Education contributes to the holistic development of individuals, promoting a more critical, reflective education aligned with contemporary demands.