A “Rocinha” of books: poetic paths of the education processes of a literacy teacher and her reader students

Authors

  • Maria Francisca Mendes Universidade Federal Fluminense/Secretaria Municipal de Educação do Rio de Janeiro
  • Carmen Lucia Vidal Pérez UFF

DOI:

https://doi.org/10.5212/PraxEduc.v.11i2.0006

Abstract

This paper reflects upon the training processes and the learning of reading and writing taking place in the daily life of a classroom of backclassed students, from the experiences shared between the teacher and her group of students. It is about research training methodologically inspired by the narrative research, which has its foundation in the benjaminian formulations about experience and narration from Bakhtin’s theory of enunciation. Empirically we dialogue with the literacy teacher of education and the literacy of children of the first grades of elementary school, from an action that has framework reading as a social practice, developed with the community of Laboriaux, Rocinha, Rio de Janeiro, Brazil.

 

Keywords: Reading and writing. Literacy teacher education. Experience and narrative in literacy instruction.

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Author Biographies

  • Maria Francisca Mendes, Universidade Federal Fluminense/Secretaria Municipal de Educação do Rio de Janeiro

    Doutora em Educação pela Universidade Federal Fluminense - UFF

    Mestre em Educação pela Pontifícia Universidade Católica do rio de Janeiro - PUC/Rio

    Professora da rede municipal de educação do Rio de Janeiro

  • Carmen Lucia Vidal Pérez, UFF
    Professora da Faculdade de Educação e do Programa de Pós-Graduação em Educação da Universidade Federal Fluminense. Doutora em educação pela Universidade de São Paulo - USP com Pós-doutorado em Filosofia e História da Educação pela Universidade de Campinas - UNICAMP.

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Published

2017-03-21

Issue

Vol. 11 No. 2 (2016)

Section

Artigos

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How to Cite

A “Rocinha” of books: poetic paths of the education processes of a literacy teacher and her reader students. Práxis Educativa, [S. l.], v. 11, n. 2, p. 410–433, 2017. DOI: 10.5212/PraxEduc.v.11i2.0006. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/8843. Acesso em: 21 may. 2026.