An analysis of recent studies on the training of literacy teachers with reading and storytelling

Abstract

Reading and telling stories are fundamental propositions for the literacy process and are configured as initial premises in the training offered to literacy teachers in recent years. In this context, the discussion regarding the divergences around the preferences between the conceptions and the methodologies that base the teaching practices becomes relevant, especially in the first school years. In order to identify recent studies on this topic, more specifically between the years 2010 to 2020, this research uses the Iramuteq software to categorize the results and analyze the content of recent studies on this topic. The results presented indicate the need to invest in reading training offered initially to teachers and consequently to students, as school planning often minimizes reading objectives around grammatical corrections or literary schooling. Although these didactic purposes are important, thinking about literacy from the perspective of literacy consists in valuing the social function of reading practices and in the systematization of pedagogical actions by literacy teachers. Therefore, literacy and literacy (COSSON, 2014; SOARES, 2004) focuses on the understanding of real problems by the school and on the dialogue that mobilizes the different texts for different communicative purposes.