Alphabetization and literacy: some conceptions of professors in continuous training
This article intends to reflect upon the records produced by Study Mentor professors in a process of continuous training associated to the National Pact for Alphabetization at the Right Age (PNAIC), collected in two phases: one during the first training, in 2013 and the other two months later, with...
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| Format: | Article |
| Language: | Spanish |
| Published: |
Faculdade Meridional IMED
2018-12-01
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| Series: | Revista Brasileira de Ensino Superior |
| Subjects: | |
| Online Access: | https://seer.imed.edu.br/index.php/REBES/article/view/1342 |
| _version_ | 1818947216263348224 |
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| author | Carmen Regina Gonçalves Ferreira |
| author_facet | Carmen Regina Gonçalves Ferreira |
| author_sort | Carmen Regina Gonçalves Ferreira |
| collection | DOAJ |
| description | This article intends to reflect upon the records produced by Study Mentor professors in a process of continuous training associated to the National Pact for Alphabetization at the Right Age (PNAIC), collected in two phases: one during the first training, in 2013 and the other two months later, with the purpose of checking the opinion of the professionals on the themes of alphabetization and literacy. The mobilization for writing occurred based on the proposition of the question “What do you understand by alphabetization and literacy?” As partial results, some important aspects were identified to be considered in the development of processes of training. In the first collection phase, the definitions were vague and, in a second moment, in (re)writing activity, more precise definitions were followed by examples of applicability in real use situations in the social context and a bigger detachment of the conceptions that associated the concept of alphabetization to the traditional teaching methods. However, such definitions still appear dissociated from perspectives which articulate the acquisition of the writing system, through a direct and systematic teaching, with the development of skills and behaviors of competent use of the language in social practices of reading and writing. |
| first_indexed | 2024-12-20T08:27:23Z |
| format | Article |
| id | doaj.art-46a79b6f97934d29a9f3f2ce72c5cb3b |
| institution | Directory Open Access Journal |
| issn | 2447-3944 |
| language | Spanish |
| last_indexed | 2024-12-20T08:27:23Z |
| publishDate | 2018-12-01 |
| publisher | Faculdade Meridional IMED |
| record_format | Article |
| series | Revista Brasileira de Ensino Superior |
| spelling | doaj.art-46a79b6f97934d29a9f3f2ce72c5cb3b2022-12-21T19:46:47ZspaFaculdade Meridional IMEDRevista Brasileira de Ensino Superior2447-39442018-12-014472410.18256/2447-3944.2018.v4i4.13421356Alphabetization and literacy: some conceptions of professors in continuous trainingCarmen Regina Gonçalves Ferreira0Universidade Federal do Rio Grande (FURG), Rio GrandeThis article intends to reflect upon the records produced by Study Mentor professors in a process of continuous training associated to the National Pact for Alphabetization at the Right Age (PNAIC), collected in two phases: one during the first training, in 2013 and the other two months later, with the purpose of checking the opinion of the professionals on the themes of alphabetization and literacy. The mobilization for writing occurred based on the proposition of the question “What do you understand by alphabetization and literacy?” As partial results, some important aspects were identified to be considered in the development of processes of training. In the first collection phase, the definitions were vague and, in a second moment, in (re)writing activity, more precise definitions were followed by examples of applicability in real use situations in the social context and a bigger detachment of the conceptions that associated the concept of alphabetization to the traditional teaching methods. However, such definitions still appear dissociated from perspectives which articulate the acquisition of the writing system, through a direct and systematic teaching, with the development of skills and behaviors of competent use of the language in social practices of reading and writing.https://seer.imed.edu.br/index.php/REBES/article/view/1342alfabetizaçãoletramentoformação continuada |
| spellingShingle | Carmen Regina Gonçalves Ferreira Alphabetization and literacy: some conceptions of professors in continuous training Revista Brasileira de Ensino Superior alfabetização letramento formação continuada |
| title | Alphabetization and literacy: some conceptions of professors in continuous training |
| title_full | Alphabetization and literacy: some conceptions of professors in continuous training |
| title_fullStr | Alphabetization and literacy: some conceptions of professors in continuous training |
| title_full_unstemmed | Alphabetization and literacy: some conceptions of professors in continuous training |
| title_short | Alphabetization and literacy: some conceptions of professors in continuous training |
| title_sort | alphabetization and literacy some conceptions of professors in continuous training |
| topic | alfabetização letramento formação continuada |
| url | https://seer.imed.edu.br/index.php/REBES/article/view/1342 |
| work_keys_str_mv | AT carmenreginagoncalvesferreira alphabetizationandliteracysomeconceptionsofprofessorsincontinuoustraining |