Caminhos e cotidianos de uma professora de leitura e escrita

AUTOR(ES)
DATA DE PUBLICAÇÃO

1994

RESUMO

What are the ways of the professor who teaches reading and writing? This is the question that has guided and indicated some directions to this study. The writing, undestood as a cultural practice, has daily made the history. The researcher here is also the teacher. Beggining by the classroom, there are situations that show, in its apparent monotony, the different ways children relate with written language and how they appropriate of it. The place is the same, children are the same, the teacher is the same, written stuffs or others, introductory aims (to learn how to read, write, and count) during all the year long. In the several forms of reading and writing that children run over and which are observed day by day, particularities and deviations are evidenced, and in them, theinvention of the quotidian And so they build and register a history: the dialogue. Other way of registration, we search in some authors who made of, and in the writing, the art of the quotidian (Benjamin, Canetti, Dinesen, Dostoiévski, Woolf). These are memories, stories, romances, letters. In the letters written by Mario de Andrade we found one of the most beautiful examples of writing, quotidian, not produced in the sense of non-subjective, being in itE essence, the essence of the language: the dialogue. Writi_g for so many interlocutors, dealing with several subjects, suggesting, criticizing, judging, several times racionalizing and clearing his ideas on some subjects, while writing, which make him a tea_her, according to his correspondents. This paper is a trial to go through and accompany the challenges of being a teacher making of some passages, subject for reflecting the teaching and learning, the job in the classroom, the language which one writes, who knows-who doesn t... who teaches who

ASSUNTO(S)

leitura - estudo e ensino crianças - escuta alfabetização ambiente de sala de aula

ACESSO AO ARTIGO

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