The monitoring notebook genre in the Pedagogy of Alternation: space of dialogue between family and school

Abstract

In this paper, we aim to analyze how writing mediates literacy practices in the interplay with the Monitoring notebook genre, a didactic-pedagogic instrument of the educational units that adopt the educational system of the Pedagogy of Alternation (PA).This research follows a qualitative-interpretative approach. The data analyzed consist of (transcribed) stretches from a class recorded in the research and texts of 03 (three) items of the Monitoring notebook genre. The research shows that this genre enables communication between school and family with regard to the monitoring and orientation of students at the sessions of School Time and Community Time in an educational unit that adopts the PA, configuring the reality of language actions and language activities in the teaching process of this social context.

Keywords

• Letramento
• Pedagogia da Alternância
• Ensino