School working with reading
Appropriation of cultural objects and integral formation of students
DOI:
https://doi.org/10.48075/ri.v25i2.30036Keywords:
Culture, Schooling, Human formation, Reading, Social PracticeAbstract
The present study aimed to understand how the development of a teaching path that converges with the historical-cultural perspective can contribute to the integral human formation of the subjects. Driven by this objective, the theoretical-epistemological study and its theoretical-methodological implications are anchored by historical and dialectical materialism (Vygotsky, 2007 [1984]; 2099 [1934]; Leontiev, 1978; Haddad, 1999; Heller, 2008 [ 1970]; Duarte; Martins, 2013; Saviani; Duarte, 2010). The research methodology focuses on action research (Thiollent, 2009 [1985]), and the action methodology comprises the methodology defended by Saviani (2012 [1983]). The reflections went deeper into the theme of reading and human training potentially provided by the pedagogical intervention of the time (Britto, 2003; 2012; 2015; Duarte; Martins, 2013; Saviani; Duarte, 2010). The comprehensible understandings of this process are relevant to the field of studies in Linguistic Education, insofar as they subsidize reflection and potential advances in the process of human education in schools due to teacher planning, which has become a set of actions that enabled subjects the appropriation of scientific concepts and instruments, which allow students to transcend the pragmatic forms of reading in favor of the appropriation of denser cultural objects.
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