Abstract
The objective is to analyze to what extent the concept of literacy subsidizes the activities developed within a continuing education program. We consider literacy as a tool of teaching and learning which goes beyond being literate (STREET, 2003, p. 77-78). Procedures of analysis: 1) to identify the nature of the activities t; 2) to quantify the recurrence of the activities previously classified; 3) to analyze the rhetorical organization of the unit. The activities explore the concept of literacy as an opportunity for the students to acquire knowledge through the reflection and the connection of the text with their social context.
Highlights
This work is inserted in a larger project called Atividades ColaborativoEducacionais em Contextos Escolares- A.C.E.C.E (TICKS, 2011) created in 2011 to develop a continuing teacher education program in a public school, CELL, located in Santa Maria –RS
After we discuss Collaborative Research and Continuing Teacher Education Programs and we explore the concept of Representations
The continuing teacher education program was develop here in an Estate school in Santa Maria (RS) with the following purpose: to create a space for critical and collaborative pedagogical production for school teachers to be in contact with different perspectives and question the constant scientific and technological advances and social changes that influence how teachers act and discuss their actions in their daily teaching
Summary
This work is inserted in a larger project called Atividades ColaborativoEducacionais em Contextos Escolares- A.C.E.C.E (TICKS, 2011) created in 2011 to develop a continuing teacher education program in a public school, CELL, located in Santa Maria –RS. Collaborative research processes entail the production, evaluation and reorganization of practices in the school context which can be reflected with teachers, coordinators, directors, supervisors and researchers; considering that all participants need to be flexible to be able to negotiate and transform their practices (MAGALHÃES, 2011). For this reason, the main focus of this specific work is the pedagogical activities produced by the participants during the program and in this work we investigate and interpret the representations of literacy underlying this pedagogical activities, produced in that context
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