Continuing training of literacy teachers: relationships with literacy and lettering

• Autor(a) principal: Arruda, Leticia
• Data de Publicação: 2020
• Outros Autores: Grosch, Maria Selma
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/24025
• topic: Formação continuada; Alfabetização e letramento; Professoras alfabetizadoras; Formación Continua; Alfabetización y Letramiento; Maestros de Alfabetización; Continuing Education; Literacy; Literacy teachers

Continuing education, theme of this dissertation, is a constant process, and it is important that it promotes autonomy and criticality of literacy teachers, in addition to providing the opportunity to search for necessary instruments in the process of students’ literacy. Reading and writing promote on human beings the capacity to act according to their norms and concepts and generate the necessary conditions to achieve higher levels of learning. The general objective of the research was to analyze the conception of literacy teachers about alphabetization from the perspective of literacy. With a qualitative approach, the data were collected through a nine closed questions questionnaire, with thirty career teachers with experience in 1st and/or 2nd grade classes of the municipal school system from Lages, SC. In the second stage of the empirical research, the teachers were selected according to the inclusion criteria for the semi-structured interview. After the research, it was possible to verify, according to the teachers' perception, that the 1st and 2nd grade classes need a differentiated approach, taking into account the importance of literacy for the students. They emphasize the urgency of literacy practices that promote, with students, possibilities for advances in knowledge and transformation of the social reality in which they live. Thus, it is essential that the continuing education of literacy teachers gives them the opportunity to deepen the issues inherent in this process and to take into account practices and educational requirements in the development of the curriculum contents of Basic Education.