Critical literacy: contributions of Paulo Freire and of the new literacy studies

Detalhes bibliográficos
Autor(a) principal: Alencar Nunes Macedo, Maria do Socorro
Data de Publicação: 2020
Outros Autores: de Almeida, Ana Caroline, Dezotti, Magda
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/29785
Resumo: This essay aims to reflect on literacy by the articulation of two epistemological perspectives that can greatly contribute to educational research, to the formulation of public education policies and to the classroom practice. These are Paulo Freire's This essay aims to reflect on children’s literacy by articulating two epistemological perspectives: Paulo Freire's conception of education and literacy and the theory of new literacy studies (NLS), circulating in Brazil since the 1990’s. Seeking to answer to the questions “What literacy do we aim for children? What is the meaning of today’s literacy?”, our discussions indicate that a possible change in the literacy practices would go through a transformation of the writing that circulates in the school combined with a questioning pedagogy and dialog as founding principles of literacy practice.
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spelling Critical literacy: contributions of Paulo Freire and of the new literacy studiesAlfabetización crítica: contribuciones de Paulo Freire y de los nuevos estudios de literacidadAlfabetização crítica: contribuições de Paulo Freire e dos novos estudos do letramentoAlfabetização críticaLetramentoPaulo FreirePedagogia da perguntaAlfabetización críticaLiteracidadPaulo FreirePedagogía de la preguntaCritical literacyLiteracyPaulo FreireQuestioning pedagogyThis essay aims to reflect on literacy by the articulation of two epistemological perspectives that can greatly contribute to educational research, to the formulation of public education policies and to the classroom practice. These are Paulo Freire's This essay aims to reflect on children’s literacy by articulating two epistemological perspectives: Paulo Freire's conception of education and literacy and the theory of new literacy studies (NLS), circulating in Brazil since the 1990’s. Seeking to answer to the questions “What literacy do we aim for children? What is the meaning of today’s literacy?”, our discussions indicate that a possible change in the literacy practices would go through a transformation of the writing that circulates in the school combined with a questioning pedagogy and dialog as founding principles of literacy practice.El propósito de este ensayo consiste en reflexionar sobre la alfabetización de los niños, buscando articular dos perspectivas epistemológicas: la concepción de Paulo Freyre sobre educación y alfabetización y la teoría de los nuevos estudios de literacidad (NEL) que circulan en el país desde la década de los 90 del siglo XX. Al tratar de responder las preguntas sobre ¿qué alfabetización queremos para niños, jóvenes y adultos y cuál es el significado de la alfabetización hoy en día?, nuestras reflexiones indican que una posible transformación de las prácticas de alfabetización pasaría por una transformación de la escritura que circula en la escuela junto con una pedagogía de la pregunta y del diálogo, como elementos fundadores de la práctica pedagógica alfabetizadora.Le but de cet essai est de réfléchir sur l'alphabétisation, en cherchant à articuler deux perspectives épistémologiques qui peuvent grandement contribuer à la recherche, à la formulation de politiques d'éducation publique et à la pratique en classe. Il s'agit de la conception de Paulo Freire de l'éducation et de l'alphabétisation et de la théorie des nouvelles études d'alphabétisation (NEL), en circulation dans le pays depuis les années 1990 du XXe siècle. En cherchant à répondre aux questions Quelle alphabétisation voulons-nous pour les enfants, les jeunes et les adultes? Quelle est la signification de l'alphabétisation aujourd'hui?, Nos réflexions indiquent qu'une éventuelle transformation des pratiques d'alphabétisation passe par une transformation de l'écriture qui circule dans l'école ainsi qu'une pédagogie de la question visant au dialogue dans la relation enseignant-élève, comme élément fondateur de la pratique l'alphabétisation.  O objetivo desse ensaio é refletir sobre a alfabetização de crianças buscando articular duas perspectivas epistemológicas: a concepção de Paulo Freire sobre a educação e a alfabetização e a teoria dos novos estudos do letramento (NEL), em circulação no país a partir dos anos de 1990 do século XX. Ao buscar responder as perguntas “Que alfabetização queremos para as crianças? Qual o sentido da alfabetização hoje?”, nossas reflexões indicam que uma possível mudança nas práticas de alfabetização passaria por uma transformação da escrita que circula na escola, aliada a uma pedagogia da pergunta e do diálogo, como elementos fundantes da prática pedagógica alfabetizadora.Faculdade de Educação - Universidade de Brasília2020-10-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/2978510.26512/lc.v26.2020.29785Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e29785Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (ene-dic); e29785Linhas Crí­ticas; v. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e297851981-04311516-489610.26512/lc.v26i0reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/29785/27785https://periodicos.unb.br/index.php/linhascriticas/article/view/29785/32336Copyright (c) 2020 Maria do Socorro Alencar Nunes Macedo, Ana Caroline de Almeida, Magda Dezottihttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAlencar Nunes Macedo, Maria do Socorrode Almeida, Ana CarolineDezotti, Magda2022-02-09T11:19:11Zoai:ojs.pkp.sfu.ca:article/29785Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-02-09T11:19:11Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Critical literacy: contributions of Paulo Freire and of the new literacy studies
Alfabetización crítica: contribuciones de Paulo Freire y de los nuevos estudios de literacidad
Alfabetização crítica: contribuições de Paulo Freire e dos novos estudos do letramento
title Critical literacy: contributions of Paulo Freire and of the new literacy studies
spellingShingle Critical literacy: contributions of Paulo Freire and of the new literacy studies
Alencar Nunes Macedo, Maria do Socorro
Alfabetização crítica
Letramento
Paulo Freire
Pedagogia da pergunta
Alfabetización crítica
Literacidad
Paulo Freire
Pedagogía de la pregunta
Critical literacy
Literacy
Paulo Freire
Questioning pedagogy
title_short Critical literacy: contributions of Paulo Freire and of the new literacy studies
title_full Critical literacy: contributions of Paulo Freire and of the new literacy studies
title_fullStr Critical literacy: contributions of Paulo Freire and of the new literacy studies
title_full_unstemmed Critical literacy: contributions of Paulo Freire and of the new literacy studies
title_sort Critical literacy: contributions of Paulo Freire and of the new literacy studies
author Alencar Nunes Macedo, Maria do Socorro
author_facet Alencar Nunes Macedo, Maria do Socorro
de Almeida, Ana Caroline
Dezotti, Magda
author_role author
author2 de Almeida, Ana Caroline
Dezotti, Magda
author2_role author
author
dc.contributor.author.fl_str_mv Alencar Nunes Macedo, Maria do Socorro
de Almeida, Ana Caroline
Dezotti, Magda
dc.subject.por.fl_str_mv Alfabetização crítica
Letramento
Paulo Freire
Pedagogia da pergunta
Alfabetización crítica
Literacidad
Paulo Freire
Pedagogía de la pregunta
Critical literacy
Literacy
Paulo Freire
Questioning pedagogy
topic Alfabetização crítica
Letramento
Paulo Freire
Pedagogia da pergunta
Alfabetización crítica
Literacidad
Paulo Freire
Pedagogía de la pregunta
Critical literacy
Literacy
Paulo Freire
Questioning pedagogy
description This essay aims to reflect on literacy by the articulation of two epistemological perspectives that can greatly contribute to educational research, to the formulation of public education policies and to the classroom practice. These are Paulo Freire's This essay aims to reflect on children’s literacy by articulating two epistemological perspectives: Paulo Freire's conception of education and literacy and the theory of new literacy studies (NLS), circulating in Brazil since the 1990’s. Seeking to answer to the questions “What literacy do we aim for children? What is the meaning of today’s literacy?”, our discussions indicate that a possible change in the literacy practices would go through a transformation of the writing that circulates in the school combined with a questioning pedagogy and dialog as founding principles of literacy practice.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-21
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://periodicos.unb.br/index.php/linhascriticas/article/view/29785
10.26512/lc.v26.2020.29785
url https://periodicos.unb.br/index.php/linhascriticas/article/view/29785
identifier_str_mv 10.26512/lc.v26.2020.29785
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/29785/27785
https://periodicos.unb.br/index.php/linhascriticas/article/view/29785/32336
dc.rights.driver.fl_str_mv Copyright (c) 2020 Maria do Socorro Alencar Nunes Macedo, Ana Caroline de Almeida, Magda Dezotti
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Maria do Socorro Alencar Nunes Macedo, Ana Caroline de Almeida, Magda Dezotti
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e29785
Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (ene-dic); e29785
Linhas Crí­ticas; v. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e29785
1981-0431
1516-4896
10.26512/lc.v26i0
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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