LITERACY FROM A LITERACY PERSPECTIVE: CHALLENGES FOR THE NEWLY GRADUATED TEACHER
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Gênero e Interdisciplinaridade |
Texto Completo: | https://www.periodicojs.com.br/index.php/gei/article/view/1910 |
Resumo: | Historically, in our educational context, the work of teachers, especially recent graduates, has faced several challenges, especially when it comes to literacy in the initial grades of elementary school. A teacher who begins his career in literacy usually faces large classes and needs to deal with students who have different knowledge and experiences. Many students often have difficulties acquiring reading and writing skills and need interventions suited to their real needs. This article aims to present reflections/discussions/analyses about literacy for teaching reading in early grades. In terms of challenges, we observed the following results: the weakening of initial training, which ends up distancing theory from practice; classrooms with many students; internships carried out with gaps in supervision; curricula with more emphasis on theories than on literacy practices/methodologies; the lack of planning, or even a political pedagogical project, that guides the newly graduated literacy teacher in their work; in addition to the discontinuity of continuing education policies. |
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LITERACY FROM A LITERACY PERSPECTIVE: CHALLENGES FOR THE NEWLY GRADUATED TEACHERBeginning teacher. Literacy. Challenges. Pedagogical practice.Historically, in our educational context, the work of teachers, especially recent graduates, has faced several challenges, especially when it comes to literacy in the initial grades of elementary school. A teacher who begins his career in literacy usually faces large classes and needs to deal with students who have different knowledge and experiences. Many students often have difficulties acquiring reading and writing skills and need interventions suited to their real needs. This article aims to present reflections/discussions/analyses about literacy for teaching reading in early grades. In terms of challenges, we observed the following results: the weakening of initial training, which ends up distancing theory from practice; classrooms with many students; internships carried out with gaps in supervision; curricula with more emphasis on theories than on literacy practices/methodologies; the lack of planning, or even a political pedagogical project, that guides the newly graduated literacy teacher in their work; in addition to the discontinuity of continuing education policies.Rua Josias Lopes Braga, nº 437, Bancários, João Pessoa - PB2024-02-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicojs.com.br/index.php/gei/article/view/191010.51249/gei.v5i01.1910Revista Gênero e Interdisciplinaridade; Vol. 5 No. 01 (2024); 358 - 380Revista Gênero e Interdisciplinaridade; v. 5 n. 01 (2024); 358 - 3802675-745110.51249/gei.v5i01reponame:Revista Gênero e Interdisciplinaridadeinstname:Instituto de Ensino e Pesquisa Periodicojsinstacron:IEPPporhttps://www.periodicojs.com.br/index.php/gei/article/view/1910/1695Copyright (c) 2024 Revista Gênero e Interdisciplinaridadeinfo:eu-repo/semantics/openAccessDias Dos Santos, Deusiane 2024-02-29T19:26:29Zoai:ojs.pkp.sfu.ca:article/1910Revistahttps://www.periodicojs.com.br/index.php/gei/indexPRIhttps://www.periodicojs.com.br/index.php/gei/oaigenerointerdisciplinaridade@gmail.com2675-74512675-7451opendoar:2024-02-29T19:26:29Revista Gênero e Interdisciplinaridade - Instituto de Ensino e Pesquisa Periodicojsfalse |
dc.title.none.fl_str_mv |
LITERACY FROM A LITERACY PERSPECTIVE: CHALLENGES FOR THE NEWLY GRADUATED TEACHER |
title |
LITERACY FROM A LITERACY PERSPECTIVE: CHALLENGES FOR THE NEWLY GRADUATED TEACHER |
spellingShingle |
LITERACY FROM A LITERACY PERSPECTIVE: CHALLENGES FOR THE NEWLY GRADUATED TEACHER Dias Dos Santos, Deusiane Beginning teacher. Literacy. Challenges. Pedagogical practice. |
title_short |
LITERACY FROM A LITERACY PERSPECTIVE: CHALLENGES FOR THE NEWLY GRADUATED TEACHER |
title_full |
LITERACY FROM A LITERACY PERSPECTIVE: CHALLENGES FOR THE NEWLY GRADUATED TEACHER |
title_fullStr |
LITERACY FROM A LITERACY PERSPECTIVE: CHALLENGES FOR THE NEWLY GRADUATED TEACHER |
title_full_unstemmed |
LITERACY FROM A LITERACY PERSPECTIVE: CHALLENGES FOR THE NEWLY GRADUATED TEACHER |
title_sort |
LITERACY FROM A LITERACY PERSPECTIVE: CHALLENGES FOR THE NEWLY GRADUATED TEACHER |
author |
Dias Dos Santos, Deusiane |
author_facet |
Dias Dos Santos, Deusiane |
author_role |
author |
dc.contributor.author.fl_str_mv |
Dias Dos Santos, Deusiane |
dc.subject.por.fl_str_mv |
Beginning teacher. Literacy. Challenges. Pedagogical practice. |
topic |
Beginning teacher. Literacy. Challenges. Pedagogical practice. |
description |
Historically, in our educational context, the work of teachers, especially recent graduates, has faced several challenges, especially when it comes to literacy in the initial grades of elementary school. A teacher who begins his career in literacy usually faces large classes and needs to deal with students who have different knowledge and experiences. Many students often have difficulties acquiring reading and writing skills and need interventions suited to their real needs. This article aims to present reflections/discussions/analyses about literacy for teaching reading in early grades. In terms of challenges, we observed the following results: the weakening of initial training, which ends up distancing theory from practice; classrooms with many students; internships carried out with gaps in supervision; curricula with more emphasis on theories than on literacy practices/methodologies; the lack of planning, or even a political pedagogical project, that guides the newly graduated literacy teacher in their work; in addition to the discontinuity of continuing education policies. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-02-29 |
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://www.periodicojs.com.br/index.php/gei/article/view/1910 10.51249/gei.v5i01.1910 |
url |
https://www.periodicojs.com.br/index.php/gei/article/view/1910 |
identifier_str_mv |
10.51249/gei.v5i01.1910 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicojs.com.br/index.php/gei/article/view/1910/1695 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Revista Gênero e Interdisciplinaridade info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Revista Gênero e Interdisciplinaridade |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Rua Josias Lopes Braga, nº 437, Bancários, João Pessoa - PB |
publisher.none.fl_str_mv |
Rua Josias Lopes Braga, nº 437, Bancários, João Pessoa - PB |
dc.source.none.fl_str_mv |
Revista Gênero e Interdisciplinaridade; Vol. 5 No. 01 (2024); 358 - 380 Revista Gênero e Interdisciplinaridade; v. 5 n. 01 (2024); 358 - 380 2675-7451 10.51249/gei.v5i01 reponame:Revista Gênero e Interdisciplinaridade instname:Instituto de Ensino e Pesquisa Periodicojs instacron:IEPP |
instname_str |
Instituto de Ensino e Pesquisa Periodicojs |
instacron_str |
IEPP |
institution |
IEPP |
reponame_str |
Revista Gênero e Interdisciplinaridade |
collection |
Revista Gênero e Interdisciplinaridade |
repository.name.fl_str_mv |
Revista Gênero e Interdisciplinaridade - Instituto de Ensino e Pesquisa Periodicojs |
repository.mail.fl_str_mv |
generointerdisciplinaridade@gmail.com |
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