Reading, writing and literacy: building essential knowledge

Authors

  • Anézio Cláudio Bernardes Universidade do Vale do Paraíba; Instituto Superior de Educação
  • Maria Angélica Gomes Maia Universidade do Vale do Paraíba; Instituto Superior de Educação
  • Vera Lúcia Catoto Dias Universidade do Vale do Paraíba; Instituto Superior de Educação
  • Ana Enedi Prince Silva Universidade do Vale do Paraíba; Instituto Superior de Educação

DOI:

https://doi.org/10.11606/issn.1980-7686.v2i4p51-71

Keywords:

Reading, writing and literacy, public school, teaching and learning methods, public policy

Abstract

The objective of this work is to identify the obstacles that, along the Brazilian history, denied the access to public schools for poor family children. The importance of the school as a socio-cultural instance will also be studied. In order to follow a theoretical investigative trek on the institution school, it is based on the assumptions of Ferreiro, Silva e Branco, among others. The results of this research show that, in the school context, there are real possibilities that permit to reach the proposed goals; more specifically, for the effective language construction and appropriation, the act of writing and reading in a school class environment, depending on the actors involved, towards the establishment of meaningful knowledge.

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Published

2008-08-01

Issue

Vol. 2 No. 4 (2008)

Section

Alfabetização de Crianças

License

Apenas el trabajo es aceptado por el Consejo y la Comisión Editorial, los autores se comprometen a transferir los derechos de autor para la revista "Acolhendo a Alfabetização nos Países de Língua Portuguesa".

 

 

How to Cite

Bernardes, A. C., Maia, M. A. G., Dias, V. L. C., & Silva, A. E. P. (2008). Reading, writing and literacy: building essential knowledge . Acolhendo a Alfabetização Nos Países De Língua Portuguesa, 2(4), 51-71. https://doi.org/10.11606/issn.1980-7686.v2i4p51-71