READING AND WRITING

the way the school deals with the issue in the first years of Education

Abstract

This study is the result of a research carried out during two years on the first three school years of low-income children studying in public schools in the state of Rio de Janeiro. Data collection was made from observation, interviews with students and teachers, and texts produced by the students. We tried to analyze the several factors that interfere with the processes of teaching/learning of the mother tongue, and that result in different levels of mastering the ability to read an write. Based on Bakhtin and Lahire, we established theoretical categories which allowed the analysis not only of the logic of the school culture in understanding and acting upon what shall be taught, but also the processes of verbal interaction that allowed the development of oral practices directed to the promotion of the teaching/learning of the social ability to read and write.