Literacy in a cultural historical perspective
This article aims to present and discuss the work of literacy, developed in the cultural-historical ...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Recursos: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista de Didática e Psicologia Pedagógica - Obutchénie |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/40205 |
| Acesso em linha: | https://seer.ufu.br/index.php/Obutchenie/article/view/40205 |
| Access Level: | acceso abierto |
| Palavra-chave: | Teaching Literacy Cultural-historical Ensino Alfabetização e letramento Histórico-cultural |
| Resumo: | This article aims to present and discuss the work of literacy, developed in the cultural-historical perspective by the teacher PhD. Sonia Santana da Costa, teacher at the Center of Teaching and Research Applied to Education (CEPAE), specific unit of Basic Education of the Federal University of Goiás (UFG), and by the graduation students, with scholarship, from the pedagogy course of the Education College/UFG, João Paulo Machado Godoy and Wanessa Cristina Manhente Rocha during the years 2015 and 2016. This article presents part of the discussions and reflections carried out during this period. It will be discussed, in this sense, the singular process, multifaceted and inseparable of literacy by the dialectical triad: orality, reading and writing, this last one being emphasized, taking as support the bakhtinian conception of language, interfaced to the concepts of Vygotsky and his followers. |
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