Apropriação do conceito de letramento por professoras da rede municipal de educação de Goiânia

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Universidade Federal de Goiás


Understanding that literacy is a topic that occupies a central place in the debate about education and also that this period is a moment of fundamental importance in the training of subjects. In view of this, we have developed this study with the objective of investigating and discussing how the appropriation of literacy studies by three literacy teachers of the Municipal Network of Goiânia occurs. The research was carried out anchored in a qualitative approach, having as main instruments of data collection, interviews, and observations of the practice of three collaborating teachers from three municipal schools in Goiânia. In the selection process of the collaborating teachers of the research, those who had been working for at least five years in literacy rooms and who had participated in the PNAIC were used as criteria. In the realization of the research we maintained a dialogue with different authors who discuss the relationship between literacy and literacy as: Soars (2001), Kleiman (2001), Street (2010), Marcuschi (2005) among others. We present as a result of the research that the teachers take ownership of the concept of literacy differently, which is reflected in their practices. All of them work with what we can call the process of literacy, concerned with working with real texts and with the conception of reading as the construction of meaning.



Letramento, Alfabetização, Práticas de ensino, Literacy, Literacy, Teaching practices


MOREIRA, Ana Karenine Souza. Apropriação do conceito de letramento por professoras da rede municipal de educação de Goiânia. 2017. 148 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2017.