Teaching to read: teaching purposes in the context of literacy
This article deals with the teaching purposes for the initial teaching of reading. The relevance of such a discussion is supported by the fact that, even in an essentially graphocentric society, literacy - teaching reading and writing - still represents a challenge for Brazilian education networks....
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/24442 |
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| Resumo: | This article deals with the teaching purposes for the initial teaching of reading. The relevance of such a discussion is supported by the fact that, even in an essentially graphocentric society, literacy - teaching reading and writing - still represents a challenge for Brazilian education networks. As a methodological option, a qualitative approach was adopted, in which data were collected from a semi-structured interview with four literacy teachers working in schools in the municipal network of Recife. The theoretical contribution is based in Soares (1998, 2015, 2016); Lerner (2002); Cafiero (2005); Leal and Melo (2006); among others. From the immersion in the data, it was observed that the teachers build varied methodological strategies, when developing reading teaching actions, in which the primary intentions are to favor students the establishment of relationships with the texts, for the acquisition of school and extra-school knowledge, in addition to providing a reading training that contemplates the dimension of pleasure in the act of reading. |
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