For a discursive practice of literacy: Making arguments explicit

• Autor(a) principal: Smolka, Ana Luiza Bustamante
• Data de Publicação: 2023
• Outros Autores: Nogueira, Ana Lúcia Horta, Anjos, Daniela Dias dos
• Tipo de documento: Artigo
• Idioma: por; spa; eng
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/18512
• topic: Literacy; Discourse practice; Teaching relationships; Cultural historical perspective; Alfabetización; Práctica discursiva; Relaciones docentes; Perspectiva histórico-cultural; Alfabetização; Prática discursiva; Relações de ensino; Perspectiva histórico-cultural

The objective of this paper is to contribute to the explicitness of arguments that sustain a discursive practice of literacy. Taking the speeches of literacy teachers in meetings of a study group as material for analysis, we highlight some of the observations, questions and considerations shared by them, related to the work performed in the daily routine of the school. Faced with the need to find and give visibility to arguments that justify and anchor their ways of acting, we examine together the principles and assumptions that become evident in their teaching methods. In dialog with contributions from authors as Vygotsky, Bakhtin and Freinet, in the fields of human development, language, and education, we seek to evidence, in the experiences of these teachers, conceptions, implications, and repercussions of an incorporated theory.