Book titles to teach reading and writing as an enunciative project (1950-2006)

Authors

  • Vania Grim Thies Universidade Federal de Pelotas
  • Eliane Peres Universidade Federal de Pelotas
  • Joseane Cruz Monks Secretaria Municipal de Educação de Pelotas Professora dos Anos Iniciais do Ensino Fundamental

DOI:

https://doi.org/10.5902/1984644417694

Keywords:

History of literacy, Teaching reading and writing, Textbooks and primers

Abstract

The main objective of this paper is to introduce and problematize the titles of some books that aim at the first steps of teaching how to read and write by pointing out some recurrent and expressive words in a set chosen for analysis. The books under analysis belong to the research group named HISALES (História da Alfabetização, Leitura, Escrita e dos Livros Escolares), which studies the History of literacy, reading, writing and textbooks at the Universidade Federal de Pelotas, located in Pelotas, RS, Brazil. The theoretical-methodological references are based on studies carried out by the Bakhtin Circle and the analysis ranges from the 50’s to the mid-2000’s. The study shows that these book titles indicate the meanings attributed to the literacy process and the expectations not only regarding what reading and writing is, but also concerning the process of becoming literate in different historical moments.

Author Biographies

Vania Grim Thies, Universidade Federal de Pelotas

Faculdade de Educação, Departamento de Ensino.

Área: leitura, escrita (escolares e não escolares), cultura escrita, educação do campo, história da alfabetização.

Eliane Peres, Universidade Federal de Pelotas

Faculdade de Educação, Departamento de Ensino.

Área: leitura, escrita, livros escolares, história da alfabetização.

Joseane Cruz Monks, Secretaria Municipal de Educação de Pelotas Professora dos Anos Iniciais do Ensino Fundamental

Professora dos  Anos Iniciais do Ensino Fundamental

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Published

2016-12-15

How to Cite

Thies, V. G., Peres, E., & Monks, J. C. (2016). Book titles to teach reading and writing as an enunciative project (1950-2006). Education, 41(3), 657–670. https://doi.org/10.5902/1984644417694

Issue

Educação, v. 41, n. 3, set./dez. 2016

Section

Continuous Demand

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This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)