Resumo

ANTUNES, Helenise Sangoi. A formação do professor e as práticas de leitura e escrita nas escolas rurais do Rio Grande do Sul. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2012, vol.21, n.37, pp.137-145. ISSN 0104-7043.

The problematic of this research is based on the relationship between on one side teacher training, and, on the other side, reading and writing practices in rural schools of Rio Grande do Sul, Brazil. This article constitutes a excerpt of a wider research project entitled: "Memoirs and autobiographical accounts of literacy: a study of the literacy primers in rural municipal schools of Rio Grande do Sul/RS, financed by the Brazilian federal foundation CNPq, which recently approved, the extension of its activities for another year. The study was based on a qualitative methodology, as used in the studies of Bogdan & Biklen (1994), and data was gathered through half-structured interviews, autobiographical narratives, and fieldworks records about daily literacy with thirteen literacy female teachers from the rural zone of Rio Grande do Sul. Ten of them have graduate diploma, especially short second cycle diploma in literacy, and have between twenty-two (22) and twenty-six (26) years of professional practice.

Palavras-chave : Teachers' Formation; Reading and Writing Practices; Rural Education.

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