Resumo

SEPULVEDA, Angélica. LITERATE EDUCATIONAL DISCOURSE IN THE LITERACY CLASSROOM: DIFFERENT TEACHING STYLES. Educ. Rev. [online]. 2017, vol.33, e141263.  Epub 44-Mar-2017. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698141263.

This research compares the literate discourse used by four early grade teachers with distinct instructional styles during an in-class reading activity with a children’s literature book. Four teachers took part in the study, two of them with an interactive/constructive teaching style and the other two with a directive/transmissive style. The results show that the two teachers who follow an interactive/constructive approach more frequently referenced teaching and learning activities around the text, as well as the students’ cognitive and linguistic processes, and the form and content of the text itself. Besides that, these two teachers formulated a greater quantity of questions for students, they have used a variety of cognitive and linguistic verbs, and have devoted more time to developing the proposed activities.

Palavras-chave : Educational discourse; Literacy; Literate discourse; Literate practices; Teaching styles..

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