Written culture: learning how to read and write in school

Authors

  • Doris Pires Vargas Bolzan Universidade Federal de Santa Maria - Rio Grande do Sul
  • Eliane Aparecida Galvão dos Santos Professora do Centro Universitário Franciscano-UNIFRA, Santa Maria, Rio Grande do Sul
  • Ana Carla Hollweg Powaczuk Professora Substituta do Departamento de Metodologia do Ensino da UFSM, Santa Maria, Rio Grande do Sul

DOI:

https://doi.org/10.5902/198464446095

Keywords:

literacy, written culture, diversified activities.

Abstract

This paper discusses the formal aspects of writing and reading within the classroom context, emphasizing the importance of the students’ role, favoring their authorship as writers and readers from written culture. We understand that it is indispensable that the school beholds a prospective view in relation to the students’ learning, taking their ideas and constructions into consideration; that is, bearing in mind the culture of which they are carriers. We highlight the literacy teacher’s role in the process of organizing the pedagogical work that is aimed at teaching and learning reading and writing for the students that are in the early years of elementary school. In this way, we point out that the organization of the teaching requires teaching investment towards the improvement of activities and knowledge that focus on the organization of the pedagogical work, marking a long path to go to allow the assumption of pedagogical protagonism.

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Published

2013-02-04

How to Cite

Bolzan, D. P. V., Santos, E. A. G. dos, & Powaczuk, A. C. H. (2013). Written culture: learning how to read and write in school. Education, 38(1), 97–110. https://doi.org/10.5902/198464446095

Issue

educação, v. 38, n. 1, jan./abr. 2013

Section

Dossier: Writing in contexts

License

Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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

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