Open AccessContributions of social language practices to the learning of reading and writing in primary education
Author(s) -
Everaldo do Nascimento,
Clara Roseane da Silva Azevedo Mont’Alverne
Publication year - 2020
Publication title -
revista internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad/revista internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad
Language(s) - English
Resource type - Journals
eISSN - 2603-9443
pISSN - 2387-0907
DOI - 10.17561/riai.v6.n2.13
Subject(s) - transformative learning , reading (process) , theme (computing) , process (computing) , pedagogy , point (geometry) , sociology , language acquisition , psychology , mathematics education , linguistics , computer science , philosophy , geometry , mathematics , operating system
The main objective of this article is to highlight the contributions of the social practices of language in the teaching and learning process of reading and writing in primary education. In the methodological aspect, we conducted a thorough bibliographic review in order to understand the contributions of these social practices of language and their contributions to education. We point out the readings that deal with this theme, based on the authors who highlight these aspects focused on the social practices of language. Of which we highlight Freire (2011), which addresses concepts on learning; Soares (2017), which clarifies the influence of culture on the learning process, Also Vieira (2020), which provides us with indicative appraisals on the educational discourse for a transformative school.