In this thesis, we investigate literacy practices and events mediated by the
Pedagogical Instruments on the teaching context of the Pedagogy of Alternation. The
research is part of the investigative course of Applied Linguistics, using the literacy
studies and mobilizing enunciative categories in the Benvenistean perspective to
analyze textual productions. Given the nature of the study object and the social
dimensions of literacy, we approach in the investigation the theoreticalmethodological
proposal of the Pedagogy of Alternation educational system, the
Pedagogical Instruments, the different execution stages of the themes addressed in
Study Plans and the construction of the genre Notebook of Reality. The research has
ethnographic nature, with a qualitative and interpretative approach in data analysis.
The field study for data generation was developed over a longitudinal period in 2014
and involved the participation of 19 (nineteen) students and 09 (nine) collaborating
monitors (teacher trainers) of a 1st Grade class of an Agricultural Family School
located in the State of Tocantins. The records of this study are made up of
audiovisual material - such as recordings of interactions in the classroom and
activities developed by students in the communities, researcher’s field diaries,
school-field documents, photographic records of activities, spaces and objects, in
addition to texts of (16) copies of the Notebook of Reality, generated in the different
execution stages of 08 (eight) themes of the Study Plans, in 2014. The Notebook of
Reality - as a didactic-pedagogical instrument of the teaching units that adopt the
Pedagogy of Alternation - is a discursive genre constructed during a school year
concomitant with the study of (eight) different generating themes related to the
activities on the rural environment and the reality of the young peasant. It is a genre
that emerges from situations mediated by literacies situated in contexts of language
use (school, family, community), from which students participate in the interactions
(oral and written) to produce their texts. The results of the investigation pointed out
that the literacy practices and events evidenced in the research transcend what the
conservative school proposes to teach in terms of literacy; it is not a production
reduced to writing by and for itself. In addition to interacting with the monitor, students
also interact with the social actors of the local community, reinforcing that the training
offered by the alternation in the Agricultural Family School is not limited to the
development of only autonomous literacy. Furthermore, the analyzes whose focus
are enunciative categories in the Benvenistean perspective revealed that the genres
Notebook of Reality and Notebook of Attendance are an important place for records
of activities and allow the student not only to highlight their experiences lived in the
two spaces and formative times proposed by the Pedagogy of Alternation, but also
express the reflection, the knowledge acquired, making the generalizations expected
by the formation. Therefore, they are ways of systematization, immediately implicated
with literacy.
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