Resumen

ANDRADE, Elisabete  y  SCALEI, Fabiana Cavalheiro. INITIAL TEACHER DEVELOPMENT: A DISCRIMINANT ANALYSIS OF THE CONCEPTS OF “EXPERIENCES” AND “PRACTICES” OF READING IN THE CONTEXT OF BASIC EDUCATION. Contrapontos [online]. 2019, vol.19, n.1, pp.236-248.  Epub 22-Ago-2019. ISSN 1984-7114.  https://doi.org/10.14210/contrapontos.v19n1.p236-248.

This article was the result of research on reading in the initial teacher development, and its implications for Basic Education. It is part of study on the central theme of; “Reading in the initial development of the students of the course in Pedagogy, and its implications for the context of Basic Education”, The text presented here brings elements of the research, focusing on aspects of reading and the teaching practices carried out in Basic Education. It is a qualitative study, oriented by a reflective and interpretive conception. In terms of typology, it is empirical and documentary, using the method of content analysis. This text highlights important questions about reading and teaching practices, seeking to differentiate the concepts of “reading practices” and “reading experiences”, in order to understand the factors that influence the reading process within the school.

Palabras clave : Teacher development; Reading practices; Basic education.

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