Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC)

Authors

  • Carolina Figueiredo de Sá Federal University of Pernambuco image/svg+xml
  • Ana Cláudia Rodrigues Gonçalves Pessoa Federal University of Pernambuco image/svg+xml

DOI:

https://doi.org/10.5212/PraxEduc.v.11i1.0010

Abstract

This case study aimed to analyze the literacy practices in a multi-graded rural classroom of a PNAIC participating teacher. As methodological procedures, we conducted classroom observations and semi-structured interviews, analysed through Bardin’s (2002) content analysis.  We carried out a diagnostic class evaluation through written words, which were analyzed based on the theory of Psychogenesis of written language, and document analysis of PNAIC education notebooks - Rural Education (2013 edition). We noticed some “marks” of PNAIC during the observations, particularly concerning to the pedagogical perspective (CHARTIER, 2002) in working with literature books, literacy games and the appropriation of methodological appropriation of projects and didactic sequences.

 

Keywords: Continuing teacher education. Literacy practices. Multi-graded classes.

Author Biographies

  • Carolina Figueiredo de Sá, Federal University of Pernambuco
    Mestranda em Educação pela UFPE - Membro do Centro de Estudos em Educação e Linguagem (CEEL/UFPE) - Linha de Pesquisa Educação e Linguagem
  • Ana Cláudia Rodrigues Gonçalves Pessoa, Federal University of Pernambuco
    Doutora em Educação pela UFPE - Professora do Deprtamento de Métodos e Técnicas de Ensino - CE/UFPE - Membro do Centro de Estudos em Educação e Linguagem (CEEL/UFPE) - Linha de Pesquisa Educação e Linguagem

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Published

2016-06-01

Issue

Vol. 11 No. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores

Section

Políticas de Formação de Professores Alfabetizadores

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How to Cite

Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC). Práxis Educativa, [S. l.], v. 11, n. 1, p. 215–241, 2016. DOI: 10.5212/PraxEduc.v.11i1.0010. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/7114. Acesso em: 30 apr. 2026.