PRÁTICAS DE LEITURA DE CONTOS ÉTNICO-RACIAIS NA FORMAÇÃO INICIAL DO PROFESSOR LEITOR

Authors

  • Fabíola Mônica da Silva Gonçalves Universidade Estadual da Paraíba - UEPB / Universidade Federal de Pernambuco - UFPE https://orcid.org/0000-0002-9951-7012

DOI:

https://doi.org/10.5212/Rev.Conexao.v.17.17690.49

Abstract

This study aimed to promote reading practices of ethnic and racial tales in initial teacher training. Some categories, such as subjective reading (JOUVE, 2013), literary reading (AGUIAR, 2007), and aesthetics of verbal creation (BAKTHIN, 2011), provided the theoretical basis of relief training. Methodologically, it is an experience report carried out through an outreach project developed remotely, due to COVID-19 pandemic, from April to November, in 2020. The participants were degree students from Universidade Estadual da Paraíba. In general, the results highlight the engagement of the participants and the consolidated learning during the training in a formative context mediated by digital platforms.

Author Biography

Fabíola Mônica da Silva Gonçalves, Universidade Estadual da Paraíba - UEPB / Universidade Federal de Pernambuco - UFPE

Professora da Universidade Estadual da Paraíba (UEPB), Campina Grande – PB, Brasil. Professora da Universidade Federal de Pernambuco (UFPE), Recife - PE - Brasil. Doutorado em Psicologia Cognitiva.

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Published

2021-08-23

Issue

Vol. 17 No. 1 (2021): Publicação Contínua

Section

ARTIGOS

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