Reader Training: Language Conceptions in the Context of Literacy Practices

Authors

DOI:

https://doi.org/10.21527/2179-1309.2022.118.12848

Keywords:

Linguagem., Alfabetização, Formação de leitores.

Abstract

This article aims to analyze the concepts of language, in speech and in practice, of a teacher in the 2nd year of elementary school. The data presented here are an excerpt of a survey carried out in the period 2017 and 2018. From this excerpt, the guiding questions emerged: what are the impacts of the concepts of language in the teaching and learning relationship, with regard to children's literacy? How does the teacher's discourse reveal her focus on literacy and how is this reflected in her practice? As the subject of this research, we have the literacy teacher of the Municipal Public School of Education of São Luís, Maranhão, with whom the interview was used as a data generation instrument, as well as participant observation. The studies are based on Bakhtin/Volochinov (2014), Gontijo (2005, 2014), Kleiman (2013), Coracini (1995), Geraldi (2014), Smith (1989, 19999), Jolibert (1994) among others. As a result, we conclude that the formation of readers is directly related to what literacy teachers need to know about the act of reading to teach this cultural object.

 

Author Biographies

Kátia Cilene Amorim Gomes, UFMA

Master in Education in Management of Basic Education Teaching PPGEEB/UFMA, Literacy, Reading and Writing research line. Postgraduate Degree in Educational Management (EINSTEIN FACEI Faculty); in Educational Supervision, Management and Planning (Instituto Superior Franciscano IESF) and in Didactics and Active Learning Methodologies (Faveni University Center). Graduated in Pedagogy at UFMA. Integrates GLEPDIAL - Study and Research Group: Teaching Reading and Writing as Dialogical Processes (UFMA); GIPEAB - Study and Research Group on Afro-Brazilian Pedagogical Investigations (UFMA). Associate member of ABALF - Brazilian Literacy Association. She worked in the Pedagogical Coordinator Training Nucleus at the Municipal Education Secretariat of São Luís - MA as a coordinator trainer and in Avante, Education and Social Mobilization in the Vale Foundation's Legados do Maranhão Project as a teacher trainer until 2020. She is a specialist in Education at Rede State of Education of Maranhão. From February to July 2021, she served as Teaching Coordinator for the Initial Years and NALF (Literacy Center) at the Municipal Education Secretariat of São Luís-MA. She acts as a Technical Pedagogical Advisor to the Superintendence of the Elementary Education area (SEMED). Author of the book - The Act of Reading: experiences of a dialogic process (Editora Appris - 2019).

Joelma Reis Correia, UFMA

PhD in Education from the Universidade Estadual Paulista Júlio de Mesquita Filho - UNESP. Master in Education from Universidade Estadual Paulista Júlio de Mesquita Filho - UNESP. Graduated in Pedagogy at UFMA. Associate Professor - Class 1, of the Pedagogy Course at the Federal University of Maranhão, at the Department of Education I. Leader of the Study and Research Group "The Teaching of Reading and Writing as Dialogical Processes - GLEPDIAL". Coordinator of the Extension Project "Entrelinhas: Dialogic Literacy". She has experience in the field of Education, working mainly on the following topics: literacy, reading and writing in the early years of elementary school and kindergarten. She has experience in the following subjects: Fundamentals and Methodology of Literacy, Fundamentals and Methodology of Teaching Teaching the Portuguese Language, Teaching Internship in Early Childhood Education and in the Early Years of Elementary School and Educational Research.

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Published

2022-07-18

How to Cite

Cilene Amorim Gomes, K., & Reis Correia, J. (2022). Reader Training: Language Conceptions in the Context of Literacy Practices: . Context and Education Journal, 37(118), e12848. https://doi.org/10.21527/2179-1309.2022.118.12848

Issue

Vol. 37 No. 118 (2022): DIÁLOGOS FORMATIVOS

Section

Artigos

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