ARTICULATING SOCIAL LITERACIES AND SCHOOL LITERACIES IN ADULT EDUCATION

Abstract

In this article, we report the results of Master’s research (XXXXX, 2015) which investigated the relation between social literacies and school literacies in English classes of Adult Education in two communities of São Paulo city. Data was generated through observation of classes given by two teachers, as well as formal and informal interviews and questionnaires. The analysis was based on literacies studies (STREET, 2014), new literacies (LANKSHEAR; KNOBEL, 2011), multiliteracies (COPE; KALANTZIS, 3; KALANTZIS; COPE, 2005, 2010, 2012a, 2012b), and critical literacies (LUKE; FREEBODY, 1997; MONTE MÓR, 2013; MENEZES DE SOUZA, 2011) for their consideration of the educational effects promoted by social, cultural, economical and political changes stemming from globalization and media and digital culture. The analysis pointed to distance and approximation between the two kinds of literacy, revealing conflicting relations between the observed conceptions and pedagogical practices.