As raízes que não se veem: alfabetização/letramento e articulação universidade-comunidade

Abstract

This experience report discusses literacy practices developed within the scope of the Curricular Component Practice (PCC) of the Pedagogy program at the Federal University of Jataí (UFJ), carried out in a peripheral community marked by social vulnerabilities. The objective of the initiative was to contribute to the development of children's literacy by fostering university–community engagement and enabling undergraduates to mobilize academic knowledge in socially meaningful educational practices. The activities included formative meetings, assessment of children's writing levels, diversified tasks, and critical literacy actions, such as the collective writing of a letter to local authorities. Methodologically, this study adopts a qualitative and formative approach, grounded in the use of narratives as a tool for data collection and analysis, along with reflective practice in community-based educational contexts. The results show that the articulation between university and community strengthened more dialogical and critical literacy practices, capable of recognizing and mobilizing children’s cultural repertoires in their learning processes. This experience reaffirms the importance of overcoming the fragmentation between theory and practice in initial teacher education, still marked by the hierarchy of academic knowledge over community knowledge, and advocates for the construction of hybrid formative spaces as a strategy to enhance literacy in socially vulnerable contexts