Abstract

This article is part of a greater ethnographic research, focused on the description and analysis of school literacy practices and teaching discourses on literacy, developed in a rural school in a Quechua community from the Peruvian Andes. We took into consideration the literacy practices carried out in a third and fourth grade multigrade classroom, made up of 14 boys and girls from Quechua-speaking families. We centered our attention on the teaching discourse and practices regarding the learning and teaching of reading and writing skills. Our main objective was to explore the notions of literacy displayed in school writing, with the purpose of contributing to the reflection on teaching practices that favor learning, especially with students belonging to a nonhegemonic culture. The results reveal some central aspects of school literacy and teaching discursive constructions regarding the s udents' textual productions, as well as overlaps and contradictions between practices and discourses