This study focuses the social uses of writing, based on the literacy studies. The objective of this paper is to describe practices and events of literacy experienced by a group of children who lives in a socially vulnerable neighborhood, identifying conceptions about writing in school and deducing learning implications, in what respects to the students formation, deriving from similarities or differences between these practices. The results suggests that there is a flagrant absence of writing in the scholar space and in the classes of this group, sometimes motivated by the conditions of some student's (il)literacy, and, possibly, in the beginning, by a tacit naturalization of the no learning that tends to characterize spaces of socially vulnerable as this one.
Autonomous and ideological models of literacy; literacy practices and events