Literacy in classroom and teacher training

Abstract

For a real engagement in literate social practices, it is necessary a more refined level of understanding and textual production, the use of cognitive skills (including metacognitive) and a minimal flexibility of use of reading and writing. Understanding the role of the school as an agency of literacy, this paper presents an experience of an extension project that proposed to act as a mechanism for further training of future teachers of elementary school, contributing to the construction of new teaching strategies and learning of written language in the classroom that favor the literacy. Fifteen meetings were conducted around the central themes of literacy processes and literacy, covering their theory and practice. Among these themes were: Definition of processes literacy and literacy, The school as an agency of literacy, Development of written language, Learning difficulties in reading and writing and teacher’s role, Genres and Metalinguistic awareness. As a result, it was possible to fill gaps in the curriculum of undergraduate courses, creating techniques for literacy (emphasizing the relationship between theory and practice), as well as stimulating the interdisciplinary about the phenomenon. We believe that this experience can provide multiplying paths in other training courses for teachers.