Literacy and the knowledge’s heterogeneity about writing in Brazil and France

Abstract

SILVA, Nayanne Nayara Torres da  and  ALBUQUERQUE, Eliana Borges Correia de. Literacy and the knowledge’s heterogeneity about writing in Brazil and France. Rev. Educ. Questão [online]. 2021, vol.59, n.61, e-25113.  Epub Apr 19, 2022. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2021v59n61id25113.

This paper analyzes the practices of first grade elementary school teachers in Brazil and France in dealing with the heterogeneity of students' knowledge about alphabetical writing, as well as the different levels of appropriation of the writing system of children in both classes at the beginning and end of the school year. The theoretical framework is based on the studies of Ferreiro and Teberosky (1999); Ferreiro (2001); Morais (2012); Goigoux (2007); among others. From the immersion in the data, it was observed that the teachers mobilize professional schemes, postures, didactic gestures, and professional gestures to meet the heterogeneity of knowledge about students’ alphabetic writing. However, the different ways in which they mobilize them, coupled with their knowledge about what students already know and what they still need to learn, resulted in significant differences in the alphabetic writing learning of Brazilian and French students at the end of the school year.

Keywords : Literacy; Heterogeneity; Teaching; Learning.

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