Different Perspectives of the Teaching-Learning Process of the Written Language and the Literacy Teacher Training

Authors

  • Carmen Sá Brito Sigwalt UFPR
  • Sandra Regina Kirchner Guimarães UFPR

DOI:

https://doi.org/10.5380/psi.v16i2.29706

Keywords:

literacy, acquisition of written language, teacher training

Abstract

A theoretical study which analyses the different perspectives of the acquisition of written language: the traditional method, the psycogenetic constructivism, the phonic methods and the whole language approach. The parameter for analysis is the assumption of literacy through the whole language approach in which learning to read and write (mastering the graphic system) and literacy (appropriate use of reading and writing in different social functions) are developed together. A second analysis points out three moments in the preparation of teachers: the traditional, the constructivist and finally the attempt to overcome these two perspectives. The results of the study point out that there is a gap between these three methodological perspectives and the notion of preparing teachers who consider that mastering the graphic system and becoming competent users of language in its several social functions are inseparable teaching actions.

Keywords: literacy; acquisition of written language; teacher training. 

Author Biographies

Carmen Sá Brito Sigwalt, UFPR

Professora Assistente do Departamento de Planejamento e Administração Escolar do Setor de Educação da UFPR. doutoranda em Educação pela UFPR

Sandra Regina Kirchner Guimarães, UFPR

Professora Associada II - UFPR

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How to Cite

Sigwalt, C. S. B., & Guimarães, S. R. K. (2012). Different Perspectives of the Teaching-Learning Process of the Written Language and the Literacy Teacher Training. Interação Em Psicologia, 16(2). https://doi.org/10.5380/psi.v16i2.29706

Issue

Vol. 16 No. 2 (2012)

Section

Theoretical or Historical Studies

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