The practice of linguistic analysis in literacy through the Ananse project during the Covid 19 pandemic

Abstract

By considering the narrative as a way of researching and doing science, as well as delegating to it a fundamental role in human formation, we aim in this text to reflect on how a reading project called Ananse contributed to the practice of linguistic analysis and how the process was of mastery and handling of the written language by a child of the 2° class, from a federal public school, which we will call L. The reflection is highlighted, since the lived experience took place in remote classes, in a unique period that was the Covid-19 pandemic. Thus, based on experience knowledge, we narrate how a child in the literacy phase is dialoguing with literature and with the knowledge that he has been building with/about written texts through the practice of linguistic analysis. We base our theoretical-methodological reflection on authors such as Bakhtin (1992), Geraldi (2004) and Larrosa (2002). The narrated reflection explains, through L's experience, how the practice of linguistic analysis from Ananse enables the construction of a possible and viable way to contribute to literacy through interaction with texts and with life, which is mediated by language.