Tensions and priorities on the process of continuing training for literacy teacher: from the conception to the training practice
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0020Abstract
This study analyzes the processes that mark the practice of continuing training of literacy teachers of Municipal Schools of Curitiba since 1963. Thereunto, we had an effort to identify how were characterized the times of continued training of literacy teacher, as well as recognize which theoretical approaches to literacy were part of continuing education courses in literacy teacher. The research has a qualitative approach and the data collection used document analysis and interviews. The analysis was carried out using as epistemological axis the theory as a practice expression (MARTINS, 1998; MORTATTI, 2000, 2013; SANTOS, 1992; THOMPSON, 2009). From the analysis we apprehend determinant factors of training process which started from the need to: establish and systematize a literacy approach, abandoning the old and opting for the new one; training teachers and including than as coauthors of their own education; develop a training process supported by the theory to be added to the practices developed by teachers.
Keywords: Teacher training. Conceptions of literacy. Theory and practice.
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