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Práxis Educativa

versión On-line ISSN 1809-4309

Resumen

SA, Carolina Figueiredo de  y  PESSOA, Ana Cláudia Rodrigues Gonçalves. Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC). Práxis Educativa [online]. 2016, vol.11, n.1, pp.215-241. ISSN 1809-4309.  https://doi.org/10.5212/PraxEduc.v.11i1.0010.

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.

Palabras clave : Continuing Teacher Education; Literacy Practices; Multi-Graded Classes.

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