Professional empowerment of literacy teachers in collaborative virtual sessions

Bibliographic Data

ID4283549
AuthorsWânia Rezende Silva (0000-0002-3994-1225, Universidade Federal do Tocantins), Leonilde Campos (0000-0002-7776-8558, Secretaria Municipal de Educação de Palmas, Brasil)
Year2022
Volume27
Publication date2022-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Brasileira de Educação (JOURNAL)
Journal identifiersISSN: 1413-2478 • E-ISSN: 1809-449X
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/s1413-24782022270115
OpenAlexW4312750171
SCIELO_PIDS1413-24782022000100270
LanguageEN
References cited7

In this article, two interconnected educational situations are investigated. Both were carried out in the remote teaching of a subject for the initial training of literacy teachers. The first situation corresponds to virtual sessions with an exposition by a schoolteacher about her own literacy practice implemented in a public school. The second corresponds to the production of reflective reports about these sessions written by teachers in initial training. A qualitative approach is adopted for data analysis and the study is characterized as participatory research. The latter is justified by the nature of the collaborative work responsible for the mutual empowerment of those involved. Among the results produced, there is the fact that the participants have given new meaning to the negative representations shared by them about the educational institutions represented in the research

Citizen journalism · Empowerment · Exposition (narrative · Literacy · Mathematics education · Meaning (existential · Pedagogy · Political science · Professional development · Sociology · Subject (documents · World Wide Web · Computer Science · Education and Digital Technologies · Education Pedagogy and Practices · Linguistics and Education Research · Psychology

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