Law 11.274/2006 and its implications in the everyday practice of reading and writing classes

Authors

  • Leonete Luzia Schmidt Universidade do Sul de Santa Catarina
  • Mara Luciane da Silva Furghestti Unisul e SEE

DOI:

https://doi.org/10.5007/2175-795X.2016v34n1p223

Abstract

 

This article aims to show how the organization of time, the conjunction between the three first years of lower school and the conception of reading and writing teaching as defined in Law 11.274/06 have been incorporated into the everyday reading and writing classes in public schools. The data gathered through observation, interviews and document analysis show that each school has its organization of time laid down by official documents, and that there is not yet any pedagogic practice established between the 1st, 2nd and 3rd years of teaching. Furthermore, it is also shown that everyone has the traditional idea of teaching as a guideline that is conditioning the children to a mode of appropriation of reading and writing that is quite limited if one considers the perspective of literacy as being able to read and write as incorporated in the education curriculum policies that determine the reading and writing class practice.

Keywords: Elementary school. Reading and Writing Classes. Pedagogic Practice.

Author Biographies

Leonete Luzia Schmidt, Universidade do Sul de Santa Catarina

Doutora em Educação pela Pontifícia Universidade Católica de São Paulo (PUC/SP). Professora do Curso de Pedagogia e da Pós-Graduação em Educação na Universidade do Sul da Santa Catarina (UNISUL).

Mara Luciane da Silva Furghestti, Unisul e SEE

Mestra em Educação pela Universidade do Sul de Santa Catarina (UNISUL). Integradora na Gerência de Educação na Secretaria do Estado da Educação de Santa Catarina

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Published

2016-06-21

How to Cite

Schmidt, L. L., & da Silva Furghestti, M. L. (2016). Law 11.274/2006 and its implications in the everyday practice of reading and writing classes. Perspectiva, 34(1), 223–239. https://doi.org/10.5007/2175-795X.2016v34n1p223

Issue

Vol. 34 No. 1 (2016): Mathematical knowledge in Brazilian primary schools 1890 - 1970

Section

Articles in continuous demand

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