Letramento: relevância da teoria em virtude de uma análise concreta

Abstract

This monograph aims to present some reflections on the relationship between the teaching of higher education and the teaching of basic education, finding in the course menus Letters UFPB and speech faculty and students of the same institution, subsidies that favor the practical relevance of Literacy theory as relevant and necessary for teacher training. The interest in performing this work came from the participation in a research entitled Literacy: Theory and Practice in teacher citizen, affiliated to PROLICEN Program to support undergraduate education, which selected the corpus to be analyzed. By taking the assumption that every teacher needs to be an agent letrador (ROJO, 2009) comes the need to relate the theory as a function of practice in order to ensure a significant training in teaching practice. Thus, there is an axis driver for the preparation of this work to check the menus, essential documents Curriculum Academic Travel Letters / Portuguese (CCHLA-UFPB). In our reading, we propose literacy as core guidelines for teacher education, I understand it as the guiding foundation in building / social inclusion. In this perspective, the project aimed to stimulate the Course of Literature / Portuguese UFPB training that empower students to act in a contextualized in view of the recurrent needs to practice, through an education that provides literacy. As (MATOS, 2010, p.03) Teachers who graduate through a curriculum that does not reflect the real needs of training, tend to overdo their students with decontextualized content hindering their learning. Therefore, this paper presents a discussion of: the teacher training courses (its quality), how curricula are organized, and how is the construction of teacher identity to be formed, respectively. In order to include literacy as a way to guarantee actually preparing for the construction of new professional teachers, offering them an educational qualification appropriate to emphasize the concern of public policies for the academic training (initial and continuing training).