Condições de letramento de professores das séries iniciais

Abstract

This study aims for apprehend reading and writing techniques of teachers, who work in Elementary School first grades. The heading question is related to the point of view of a group of teachers concerning to the aspects that show their literacy condition. The teacher, who plays the main role in the constitution of literate people and the ways he mediates the literacy practices at school are determinant to the students’ writing appropriation. The field research was made with 100 Public Elementary School teachers from first and second grades, the teachers belonged to two Parana State regions, but with five municipalities in particular: Ivaipora, Arapua, Colombo, Piraquara e Campina Grande do Sul. As an instrument to collect information, a questionnaire made of 26 questions was used, concerning to the individual characterization, as well as reading and writing practices developed in professional and domestic/leisure context. Among the aspects presented, it can be highlighted: negative and positive influences in this practices, difficulties and easiness while doing this activities, kinds, pleasure and frequency that this practices are done in the delimited contexts. Among the results it was possible to realize that 100% of the teachers read and write in professional context and more than 93% feel pleasure in reading and writing. In the domestic/leisure 83% read and 78% feel pleasure with it, however concerning to the writing in this context 68% does it and 65% feel pleasure in writing. Concerning to the difficulties and easiness in reading and writing, 74% of the questioned people have no difficulties in reading and 58% in writing. From the written reports it was possible to realize that the teacher seek for qualification and they are the biggest influential people in reading and writing. They read more than write, however, concerning to both, reading and writing, the choices are mainly primary genre books. The results ensure the need of studies to advance the understanding related to the academic teachers path and to which literacy practices they had while graduating, as well as the meaning of reading and writing for the teachers.