Writing beyond school:

connections between individual experiences and social literacy

Abstract

This paper investigates how a written text production proposal from the didactic collection “Se Liga nas Linguagens”, designed for high school students, contributes to the development of social literacy. The writing approach takes place in a simulated real-world situation, focusing on experiences and knowledge centered on the individual, allowing students to mobilize their own knowledge to construct texts with authentic meaning. The theoretical foundation is anchored in authors such as Soares (2009), Street (1984), Choppin (2004), Geraldi et al. (1984), and Bakhtin (1997), who conceive of text as a social practice and writing as an essential tool for interaction and meaning-making in a sociocultural context. The research follows a quantitative-qualitative interpretative methodology, using Bardin’s (1977) Content Analysis and Ginzburg’s (1991) Indiciary Paradigm Theory to examine the structure of the proposal and its impact on students’ literacy. The results indicate that the analyzed proposal presents elements that foster the development of social literacy, as it encourages the articulation between individual experiences and formal discursive practices. By considering students’ personal trajectories, the proposal encourages them to reflect on their identity and use their sociocultural background in text construction. Additionally, it enables students to perceive writing as an instrument for integration into different social spheres, preparing them for interactions that extend beyond the school environment. Thus, the analyzed proposal not only promotes the development of textual competencies but also broadens students’ understanding of the role of written language in everyday life, strengthening their autonomy and active participation in various social practices.