Mediators of teachers-in-training literacy practices

Detalhes bibliográficos
Autor(a) principal: Guedes-Pinto, Ana Lúcia
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagem em (Dis)curso (Online)
Texto Completo: https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/395
Resumo: In this article we analyse data produced by the research project “Teachers’ Education: the process of reading and literacy practices”, focusing on the appropriation of reading practices experienced by teachers in training in their initial courses. From the narratives of their memories of personal experiences from childhood, adolescence, and current times in college, we were able to identify how they acquired literacy practices during their lives. In the process of entering the world of writing reported by the teachers in training, several mediators of their reading practices emerged. Adopting the theoretical and methodological framework of Oral History, the principles of ethnography, the New Literacy Studies and the Cultural History approach, we identify these different mediators and discuss their roles in the teachers’ in training educational history. On the basis of their narratives of past readings and on what they reveal about several characters that are part of their history, we indicate possibilities of teaching practices for the training of new teachers.
id UNISUL-3_63839b235168767f3b1d71b0f2d91ef2
oai_identifier_str oai:portaldeperiodicos.animaeducacao.com.br:article/395
network_acronym_str UNISUL-3
network_name_str Linguagem em (Dis)curso (Online)
repository_id_str
spelling Mediators of teachers-in-training literacy practicesLos mediadores de las prácticas de literacia de profesores en formación inicialLes médiateurs des pratiques de littératie de professeurs dans la formation initialeOs mediadores das práticas de letramento de professores em formação inicialLiteracyReadingTeacher educationMemoryNarrativeLiteraciaLecturaFormación de profesoresMemoriaNarrativaLittératieLectureFormation de professeursMémoireNarrationLetramentoLeituraFormação de professoresMemóriaNarrativaIn this article we analyse data produced by the research project “Teachers’ Education: the process of reading and literacy practices”, focusing on the appropriation of reading practices experienced by teachers in training in their initial courses. From the narratives of their memories of personal experiences from childhood, adolescence, and current times in college, we were able to identify how they acquired literacy practices during their lives. In the process of entering the world of writing reported by the teachers in training, several mediators of their reading practices emerged. Adopting the theoretical and methodological framework of Oral History, the principles of ethnography, the New Literacy Studies and the Cultural History approach, we identify these different mediators and discuss their roles in the teachers’ in training educational history. On the basis of their narratives of past readings and on what they reveal about several characters that are part of their history, we indicate possibilities of teaching practices for the training of new teachers.Tomando como base la generación de datos proporcionada por la investigación “Formación del profesor: procesos de retextualización y prácticas de literacia”, focalizo el proceso de apropiación de la práctica de lectura vivenciado por los profesores en formación inicial. En sus narrativas de memorias sobre sus experiencias personales de la infancia, de la juventud y de la contemporaneidad del curso de Pedagogía, identificamos indicios de como esos sujetos se insertaron en las prácticas de literacia de las cuales se apropiaron a lo largo de sus recorridos. En ese proceso de inserción en el mundo de la escrita, conforme narrado por los profesores, emergen diversos mediadores de sus prácticas lectoras. Teniendo como referencia teórico-metodológica del trabajo de campo la Historia Oral, los principios de la etnografía y asumiendo el abordaje de los Estudios de la Literacia y de la Historia Cultural, busco identificar esos diferentes mediadores y discutir su papel en el recorrido de formación del profesional de la  enseñanza. Considerando, por lo tanto, las memorias de lecturas narradas y lo que ellas nos traen de conocimiento acerca de los variados personajes que coprotagonizaron sus historias, busco apuntar posibilidades de trabajo en relación a la formación de profesores.Prenant comme base la génération de données acquises par la recherche “Formation du professeur: procès de retextualisation et pratiques de littératie”, je focalise le procès d’appropriation de la pratique de lecture vécue par les professeurs en formation initiale. Dans leurs narrations de mémoire sur leurs expériences personnelles de l’enfance, de la jeunesse et de la contemporanéité du cours de Pédagogie, nous avons identifié des indices de comment ces sujets se sont insérés dans  les pratiques de littératie desquelles ils s’approprient tout au long de leurs parcours. Dans ce procès d’insertion dans le monde de l’écriture, selon ce qu’ils ont dit, plusieurs médiateurs émergent de leurs pratiques de lectures. Ayant comme référence thérico-méthodologique du travil de champ, l’Histoire Orale, les principes de l’ethnographie et assumant l’abordage des Études de la Littératie et de l’Histoire Culturelle, je cherche à identifier ces différents médiateurs et discuter leur rôle dans le parcours de lectures narrées et ce qu’elles nous apportent de connaissance sur des personnages divers qui jouent leurs histoires en même temps, je cherche à désigner des possibilités de travail en rapport à la formation de professeurs.Tomando como base a geração de dados proporcionada pela pesquisa “Formação do professor: processos de retextualização e práticas de letramento”, focalizo o processo de apropriação da prática de leitura vivenciado pelos professores em formação inicial. Nas narrativas de memórias sobre suas experiências pessoais da infância, da juventude e da contemporaneidade do curso de Pedagogia, identificamos indícios de como esses sujeitos se inseriram nas práticas de letramento das quais se apropriaram ao longo de seus percursos. Nesse processo de inserção no mundo da escrita, conforme narrado pelos professores, emergem diversos mediadores de suas práticas leitoras. Tendo como referência teórico-metodológica do trabalho de campo a História Oral, os princípios da etnografia e assumindo a abordagem dos Estudos do Letramento e da História Cultural, procuro identificar esses diferentes mediadores e discutir seu papel no percurso de formação do profissional do ensino. Considerando, portanto, a memória de leituras narradas e o que elas nos trazem de conhecimento acerca dos variados personagens que co-protagonizaram suas histórias, busco apontar possibilidades de trabalho com relação à formação de professores.Silvânia Siebert2010-10-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/395Linguagem em (Dis)curso; Vol. 8 No. 3 (2008): Letramento e formação de professores - Org.: Ângela B. Kleiman, Marcos Baltar; p. 417-438Linguagem em (Dis)curso; v. 8 n. 3 (2008): Letramento e formação de professores - Org.: Ângela B. Kleiman, Marcos Baltar; p. 417-4381982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/395/415Guedes-Pinto, Ana Lúciainfo:eu-repo/semantics/openAccess2015-10-02T16:48:06Zoai:portaldeperiodicos.animaeducacao.com.br:article/395Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2015-10-02T16:48:06Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false
dc.title.none.fl_str_mv Mediators of teachers-in-training literacy practices
Los mediadores de las prácticas de literacia de profesores en formación inicial
Les médiateurs des pratiques de littératie de professeurs dans la formation initiale
Os mediadores das práticas de letramento de professores em formação inicial
title Mediators of teachers-in-training literacy practices
spellingShingle Mediators of teachers-in-training literacy practices
Guedes-Pinto, Ana Lúcia
Literacy
Reading
Teacher education
Memory
Narrative
Literacia
Lectura
Formación de profesores
Memoria
Narrativa
Littératie
Lecture
Formation de professeurs
Mémoire
Narration
Letramento
Leitura
Formação de professores
Memória
Narrativa
title_short Mediators of teachers-in-training literacy practices
title_full Mediators of teachers-in-training literacy practices
title_fullStr Mediators of teachers-in-training literacy practices
title_full_unstemmed Mediators of teachers-in-training literacy practices
title_sort Mediators of teachers-in-training literacy practices
author Guedes-Pinto, Ana Lúcia
author_facet Guedes-Pinto, Ana Lúcia
author_role author
dc.contributor.author.fl_str_mv Guedes-Pinto, Ana Lúcia
dc.subject.por.fl_str_mv Literacy
Reading
Teacher education
Memory
Narrative
Literacia
Lectura
Formación de profesores
Memoria
Narrativa
Littératie
Lecture
Formation de professeurs
Mémoire
Narration
Letramento
Leitura
Formação de professores
Memória
Narrativa
topic Literacy
Reading
Teacher education
Memory
Narrative
Literacia
Lectura
Formación de profesores
Memoria
Narrativa
Littératie
Lecture
Formation de professeurs
Mémoire
Narration
Letramento
Leitura
Formação de professores
Memória
Narrativa
description In this article we analyse data produced by the research project “Teachers’ Education: the process of reading and literacy practices”, focusing on the appropriation of reading practices experienced by teachers in training in their initial courses. From the narratives of their memories of personal experiences from childhood, adolescence, and current times in college, we were able to identify how they acquired literacy practices during their lives. In the process of entering the world of writing reported by the teachers in training, several mediators of their reading practices emerged. Adopting the theoretical and methodological framework of Oral History, the principles of ethnography, the New Literacy Studies and the Cultural History approach, we identify these different mediators and discuss their roles in the teachers’ in training educational history. On the basis of their narratives of past readings and on what they reveal about several characters that are part of their history, we indicate possibilities of teaching practices for the training of new teachers.
publishDate 2010
dc.date.none.fl_str_mv 2010-10-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/395
url https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/395
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/395/415
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Silvânia Siebert
publisher.none.fl_str_mv Silvânia Siebert
dc.source.none.fl_str_mv Linguagem em (Dis)curso; Vol. 8 No. 3 (2008): Letramento e formação de professores - Org.: Ângela B. Kleiman, Marcos Baltar; p. 417-438
Linguagem em (Dis)curso; v. 8 n. 3 (2008): Letramento e formação de professores - Org.: Ângela B. Kleiman, Marcos Baltar; p. 417-438
1982-4017
reponame:Linguagem em (Dis)curso (Online)
instname:Universidade do Sul de Santa Catarina (UNISUL)
instacron:UNISUL
instname_str Universidade do Sul de Santa Catarina (UNISUL)
instacron_str UNISUL
institution UNISUL
reponame_str Linguagem em (Dis)curso (Online)
collection Linguagem em (Dis)curso (Online)
repository.name.fl_str_mv Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)
repository.mail.fl_str_mv ||lemd@unisul.br
_version_ 1800220573719068672

Registros relacionados