The question of culture and otherness in the context of Brazil and France: an analysis of national guidelines towards the teaching of reading and writing
DOI:
https://doi.org/10.5212/PraxEduc.v.16.12209.069Abstract
This research provides an analysis of the content concerning culture and alterity as included in official documents from PNAIC (Pacto Nacional pela Alfabetização na Idade Certa, Brazil) and PPC2 (Programmes pour les Cycle 2, France) related to the treatment given to the heterogeneous practices in the teaching of reading and writing in the classes of the Literacy Cycle/Cycle 2. We have followed documental analysis procedures along with content analysis for the evaluation of the data. This research allowed for reflections on official directives regarding certain didactical and pedagogical situations that drew attention to the specific culture of each country, while being themselves guidelines to the teaching of reading and writing from a diverse point of view. We have also observed certain specificities related to the content of otherness from explicit evidence, more prominent in the documents stemming from France, as well as from implicit evidence, more prominent in the documents from Brazil, which further allowed us to characterize the local identity of each of these nationalities.
Keywords: Culture and otherness. Teaching of reading and writing. Heterogeneity.
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