ANGOLA AND BRAZIL ON THE LITERACY TRAILS: AN EXTENSIONIST EXPERIENCE IN INITIAL AND CONTINUING TEACHER EDUCATION

Authors

DOI:

https://doi.org/10.5212/Rev.Conexao.v.19.22133.030

Abstract

This article is the result of one of the extension activities of the project Construção de Metodologias Integradoras para a formação e atuação de professores em Angola e no Brasil, linked to the International Network of University Extension (RIEU), and aims to contribute to the expansion of theoretical and methodological knowledge of teachers and students about literacy, especially about the consolidation process of learning the properties of the alphabetic-orthographic writing system and the conventions that govern its uses. The activity followed a workshop methodology, based on the theoretical-practical relationship, following an interactive dynamic and constituting a space for observation and problematization of reality. The action allowed participants to discuss the relevance of diagnostic assessment, analyze texts produced by students from Angola and Brazil who are in a situation of age/grade distortion, and discuss proposals for intervention to assist the teaching práxis.

Author Biographies

Fatima Aparecida de Souza, Universidade Federal da Bahia - UFBA

Professora na Universidade Federal da Bahia (UFBA), Salvador, Bahia, Brasil. Doutorado em Língua Portuguesa.

Sheila Perina de Souza, Universidade de São Paulo - USP

Aluna de Doutorado em Educação na Universidade de São Paulo (USP), São Paulo, São Paulo, Brasil.

Abias Cachindele Tchombossi, Universidade do Minho (UMINHO)

Professor, Supervisor Pedagógico, Consultor e Escritor na rede pública e privada em Angola. Aluno de Mestrado em Sociologia da Educação e Políticas Educativas na Universidade do Minho, Braga, Portugal.

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Published

2023-10-02

Issue

Vol. 19 No. 1 (2023): Publicação contínua

Section

ARTIGOS

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