Publicação: Writing at Primary Grades: Memories, Stories and Praxis
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Data
Orientador
Coorientador
Pós-graduação
Curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Editor
Univ Federal Espirito Santo
Tipo
Artigo
Direito de acesso
Acesso restrito
Resumo
This paper tries to discuss the historical processes of teaching and learning of writing in school. Then, from a didactic sequence performed with students from the 4th grade of elementary school we will present a proposal based on the interactionist conception (VYGOTSKY, 1998, 2008, 2014), consisting of reading practices (LEFFA, 1996a, 1996b; SOLE, 1998) and writing (FIAD; MAYRINK-SABINSON, 2004; COSTA VAL [.. et al], 2009; RUIZ, 2013), which values the dialogue and interaction between the children and the teacher. The practices presented and discussed in this article were developed and implemented in a City Department of Education at Sao Paulo State. We propose an intervention and analyze some written records of the students in a learning situation. We conclude that, inside the school, we have to provide meaningful activities of reading and writing and that these should be generated from a praxis guided dialogue.
Descrição
Palavras-chave
Education, Teaching and Learning, Training of Teachers and Writers, Dialogic Education
Idioma
Português
Como citar
Contexto-revista Do Programa De Pos-graduacao Em Letras. Vitoria: Univ Federal Espirito Santo, n. 28, p. 220-241, 2015.
