The treatment of heterogeneity in a collective pedagogy: how to create literacy teachers

Authors

  • Nayanne Nayara Torres da Silva Universidade Federal de Pernambuco (UFPE)
  • Alexsandro da Silva Universidade Federal de Pernambuco (UFPE)

DOI:

https://doi.org/10.5007/2175-795X.2017v35n1p283

Abstract

This study is included in the discussions about teaching knowledge and practices as regard the heterogeneity of knowledge about reading and writing of learners. In this direction, we seek to understand the actions mobilized for literacy teachers, amid the collective and standardized situations of teaching, to treat the learning needs of some students. For that, we analyze the practices of two teachers from the 1st year of elementary school of the education system of the city of Caruaru-PE, Brazil, taking, as theoretical and methodological way, the qualitative research approach. The data from the research, treated through thematic content analysis and obtained through semi-structured interviews and observations in the classroom, demonstrated the use of some "action schemes" by teachers for, amid collective and standardized situations of teaching, meet the needs of some students.

 

 

 

Author Biographies

Nayanne Nayara Torres da Silva, Universidade Federal de Pernambuco (UFPE)

Mestra em Educação Contemporânea pela Universidade Federal de Pernambuco - Centro Acadêmico do Agreste (UFPE-CAA).

Alexsandro da Silva, Universidade Federal de Pernambuco (UFPE)

Doutor em Educação pela Universidade Federal de Pernambuco (UFPE). Professor do Centro Acadêmico do Agreste da Universidade Federal de Pernambuco (UFPE).

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Published

2017-03-31

How to Cite

Torres da Silva, N. N., & Silva, A. da. (2017). The treatment of heterogeneity in a collective pedagogy: how to create literacy teachers. Perspectiva, 35(1), 283–299. https://doi.org/10.5007/2175-795X.2017v35n1p283

Issue

Vol. 35 No. 1 (2017): Formação de Professores de Ciências Sociais

Section

Article Demand for Continuous

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