| Summary: | The purpose of the research is to observe the construction of literacy eventes in a school located in a bilingual (Portuguese and German) rural community in the state of Paraná, Brazil. In order to sustain a monolingual policy, these contexts are usually ignored and the teachers who work in bilingual communities receive monolingual orientation from educational policy - makers. This research, thereforem will attempt to examine the classroom organization in a rural school context.
The school children in the community show varied fluency in German and Brasileiro (spoken portuguese). In the school context they need to learn written Portuguese as well. Thereforce, the local teacher uses her own beliefs and common sense about teaching in a multigraded classroom. These beliefs are based on two norms: the first dealing with the spacial and physical organization, i.e., the students, with the exception of those attending the 4th grade, are seated in pairs; and the second related to the use of textbooks in the classroom. These norms explicitly indicate a school pattern in which the use of the languages and the students' participation in literacy events are regulated by implicit rules. These rules are learned by the students through classroom interactions.
We identified four literacy events in the classroom: Time to ask questions, Let's evaluate, Now everybody should listen and Then on little line here (Und dann ein risquinho hier). The rules about language use and students' participation make the events different from each other.
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