Reading acquisition and social literacy: from how to learn to how to teach
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da ABRALIN (Online) |
Texto Completo: | https://revista.abralin.org/index.php/abralin/article/view/1664 |
Resumo: | Professor Magda Soares discusses the concepts of reading acquisition and social literacy, stating that the learning of the writing system must occur simultaneously with the learning of the social uses of that system, what the researcher calls “alfaletrar”. In the same sense, Soares addresses the issue of theories and practices aimed at reading acquisition, she explains that there should not be a single method to be followed and criticizes the National Literacy Plan (PNA), which specifically recommends the phonic method. Magda Soares addresses the theory of Psychogenesis of written language, developed by Ferreiro and Teberosky (1986), presenting evidence of all stages that make up this theory through examples produced by students in the process of reading acquisition. The teacher evidences in her speech the attempt to articulate Linguistics and Education. |
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Reading acquisition and social literacy: from how to learn to how to teachAlfabetização e letramento: de como se aprende a como se ensinaAlfabetizaçãoLetramentoMétodosReading acquisitionSocial literacyMethodsProfessor Magda Soares discusses the concepts of reading acquisition and social literacy, stating that the learning of the writing system must occur simultaneously with the learning of the social uses of that system, what the researcher calls “alfaletrar”. In the same sense, Soares addresses the issue of theories and practices aimed at reading acquisition, she explains that there should not be a single method to be followed and criticizes the National Literacy Plan (PNA), which specifically recommends the phonic method. Magda Soares addresses the theory of Psychogenesis of written language, developed by Ferreiro and Teberosky (1986), presenting evidence of all stages that make up this theory through examples produced by students in the process of reading acquisition. The teacher evidences in her speech the attempt to articulate Linguistics and Education.A professora Magda Soares discute as concepções de alfabetização e letramento, afirmando que a aprendizagem do sistema de escrita deve ocorrer contemporaneamente à aprendizagem dos usos sociais desse sistema, o que a pesquisadora chama de “alfaletrar”. Nesse mesmo sentido, Soares aborda a questão das teorias e práticas voltadas à alfabetização, explica que não deve haver um único método a ser seguido e critica o Plano Nacional de Alfabetização (PNA), que recomenda, especificamente, o método fônico. Magda Soares aborda a teoria da Psicogênese da língua escrita, desenvolvida por Ferreiro e Teberosky (1986), apresentando evidências de todos os estágios que compõem essa teoria através de exemplos produzidos por alunos em processo de alfabetização. A professora evidencia em sua fala a tentativa de articulação entre a Linguística e a Educação.Associação Brasileira de Linguística2020-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAbralin ao Vivoapplication/pdftext/xmlhttps://revista.abralin.org/index.php/abralin/article/view/166410.25189/rabralin.v19i2.1664Revista da ABRALIN; V. 19, N. 2 (2020); 1-5Revista da ABRALIN; V. 19, N. 2 (2020); 1-50102-715810.25189/rabralin.v19i2reponame:Revista da ABRALIN (Online)instname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revista.abralin.org/index.php/abralin/article/view/1664/1598https://revista.abralin.org/index.php/abralin/article/view/1664/1753Carvalho, Kadine Saraiva deinfo:eu-repo/semantics/openAccess2021-12-23T21:09:52Zoai:ojs.revista.ojs.abralin.org:article/1664Revistahttps://revista.abralin.org/index.php/abralinPUBhttps://revista.abralin.org/index.php/abralin/oairkofreitag@uol.com.br || ra@abralin.org2178-76031678-1805opendoar:2021-12-23T21:09:52Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
Reading acquisition and social literacy: from how to learn to how to teach Alfabetização e letramento: de como se aprende a como se ensina |
title |
Reading acquisition and social literacy: from how to learn to how to teach |
spellingShingle |
Reading acquisition and social literacy: from how to learn to how to teach Carvalho, Kadine Saraiva de Alfabetização Letramento Métodos Reading acquisition Social literacy Methods |
title_short |
Reading acquisition and social literacy: from how to learn to how to teach |
title_full |
Reading acquisition and social literacy: from how to learn to how to teach |
title_fullStr |
Reading acquisition and social literacy: from how to learn to how to teach |
title_full_unstemmed |
Reading acquisition and social literacy: from how to learn to how to teach |
title_sort |
Reading acquisition and social literacy: from how to learn to how to teach |
author |
Carvalho, Kadine Saraiva de |
author_facet |
Carvalho, Kadine Saraiva de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Carvalho, Kadine Saraiva de |
dc.subject.por.fl_str_mv |
Alfabetização Letramento Métodos Reading acquisition Social literacy Methods |
topic |
Alfabetização Letramento Métodos Reading acquisition Social literacy Methods |
description |
Professor Magda Soares discusses the concepts of reading acquisition and social literacy, stating that the learning of the writing system must occur simultaneously with the learning of the social uses of that system, what the researcher calls “alfaletrar”. In the same sense, Soares addresses the issue of theories and practices aimed at reading acquisition, she explains that there should not be a single method to be followed and criticizes the National Literacy Plan (PNA), which specifically recommends the phonic method. Magda Soares addresses the theory of Psychogenesis of written language, developed by Ferreiro and Teberosky (1986), presenting evidence of all stages that make up this theory through examples produced by students in the process of reading acquisition. The teacher evidences in her speech the attempt to articulate Linguistics and Education. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-08-31 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Abralin ao Vivo |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revista.abralin.org/index.php/abralin/article/view/1664 10.25189/rabralin.v19i2.1664 |
url |
https://revista.abralin.org/index.php/abralin/article/view/1664 |
identifier_str_mv |
10.25189/rabralin.v19i2.1664 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revista.abralin.org/index.php/abralin/article/view/1664/1598 https://revista.abralin.org/index.php/abralin/article/view/1664/1753 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Linguística |
publisher.none.fl_str_mv |
Associação Brasileira de Linguística |
dc.source.none.fl_str_mv |
Revista da ABRALIN; V. 19, N. 2 (2020); 1-5 Revista da ABRALIN; V. 19, N. 2 (2020); 1-5 0102-7158 10.25189/rabralin.v19i2 reponame:Revista da ABRALIN (Online) instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Revista da ABRALIN (Online) |
collection |
Revista da ABRALIN (Online) |
repository.name.fl_str_mv |
Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
rkofreitag@uol.com.br || ra@abralin.org |
_version_ |
1798329771258544128 |