Learning to read and write and literacy: sedimentation of practices and (dis)articulation of objects of teaching

Abstract

The article contributes to the discussion of factors involved in the integration of knowledge by the reading teacher, with a special focus on the relationship between learning to read and write and literacy. It examines data about the process of appropriation of knowledge and practices of a reading and writing teacher, during a two-year teacher training process at a São Paulo State public school from 1999-2001. To do so, we first present the research context that generated the data recorded here. We then analyze two classes given by the teacher Célia: one at the beginning of the project (April 1999) and the other at the beginning of the second year (April 2000), in the middle of the program. Finally, we present an interpretation of the data, based on the notion of sedimentation of school knowledge (SCHNEUWLY, 2002, 2005a, b; SCHNEUWLY; CORDEIRO; DOLZ, 2005). The interpretation has two objectives: a) to analyze the appropriation by the professor of knowledge conceptualized during teacher education, and, by means of this process; b) to try to contribute to the integration of the forms of knowledge involved in teacher education, even if a posteriori.