INITIAL TEACHER DEVELOPMENT: A DISCRIMINANT ANALYSIS OF THE CONCEPTS OF “EXPERIENCES” AND “PRACTICES” OF READING IN THE CONTEXT OF BASIC EDUCATION

Authors

  • Elisabete Andrade Universidade Federal da Fronteira Sul - Chapecó/SC
  • Fabiana Cavalheiro Scalei Universidade Regional Integrada do Alto Uruguai e das Missões - URI Frederico Westphalen - RS.

DOI:

https://doi.org/10.14210/contrapontos.v19n1.p236-248

Keywords:

Teacher development, Reading practices, Basic education

Abstract

This article was the result of research on reading in the initial teacher development, and its implications for Basic Education. It is part of study on the central theme of; “Reading in the initial development of the students of the course in Pedagogy, and its implications for the context of Basic Education”, The text presented here brings elements of the research, focusing on aspects of reading and the teaching practices carried out in Basic Education. It is a qualitative study, oriented by a reflective and interpretive conception. In terms of typology, it is empirical and documentary, using the method of content analysis. This text highlights important questions about reading and teaching practices, seeking to differentiate the concepts of “reading practices” and “reading experiences”, in order to understand the factors that influence the reading process within the school.

Author Biographies

Elisabete Andrade, Universidade Federal da Fronteira Sul - Chapecó/SC

Pedagoga. Doutora em Educação nas Ciências pela UNIJUÍ/IJUÍ - RS

Fabiana Cavalheiro Scalei, Universidade Regional Integrada do Alto Uruguai e das Missões - URI Frederico Westphalen - RS.

Licenciada em Letras. Mestre em Educação pela URI – Frederico Westphalen/RS. Professora da Rede Estadual de Ensino no Município de Palmeira das Missões -RS.

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Published

2019-08-22

Issue

Vol. 19 No. 1 (2019): CONTRAPONTOS

Section

Articles

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