ALFALETRAR
A JOINT LITERACY AND LITERACY SKILLS PROPOSAL
DOI:
https://doi.org/10.48075/ri.v26i2.33932Keywords:
Teaching, Literacy, Literacy skillsAbstract
In this article, we intend to highlight the suggestions for pedagogical action put forward by Magda Soares in her book Alfaletrar: toda criança pode aprender a ler e a escrever. This is because, with a focus on learning to write, read and produce texts, the author suggests an interesting teaching proposal with integrated goals and articulated literacy and literacy activities that lead children to acquire and improve skills and competences in reading, interpreting and producing texts during the literacy and literacy skills cycle. Based on a bibliographical review of the work, we are interested in reflecting on the theory that underpins the proposal and, in particular, the notion of representation put forward by the author. In the light of what is presented, we can see that in order to deal with the joint literacy and literacy skills proposal, Soares articulates different literacy and linguistic theories, which differ in terms of the concept of representation, but this doesn’t prevent Alfaletrar from presenting itself as an effective literacy and literacy proposal with a focus on teaching as a function of learning.
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