CRITICAL READERS EDUCATION BY AN INTERDISCIPLINARY APPROACH
DOI:
https://doi.org/10.5433/2237-4876.2010v13n1p239Keywords:
Teaching, Critical readers, Interdisciplinary approach.Abstract
This paper aims to investigate the critical readers education based on the observation of actions of teachers and students while they are dealing with the genre debate in a sequence of History classes. The data was generated in na action-research which was developed during History classes in the 9th grade of a public school in Campina Grande, PB, Brazil. The descriptive-interpretative analyses has as theoretical basis the studies about reading as interaction phenomena and about reading as a literacy practice and focus on three stages of the sequence: the theme presentation; the execution of reading and writing
activities and the development of one debate.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Bruno Alves Pereira, Williany Miranda da Silva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal reserves the right to make, in the originals, normative, orthographic and grammatical modifications in order to maintain the standard language and the credibility of the publication. It will respect, however, the authors' style of writing. Modifications, corrections and suggestions of conceptual order will be forwarded to the authors, if necessary. In these cases, the papers, once appropriate, should be submitted to a new appreciation. The final examinations will not be forwarded to the authors. Works published become property of Signum, being its total or partial reprint subject to an explicit authorization of the journal. In all subsequent quotes the original source of publication should be mentioned, in case, in Photographic Discourse. Opinions emitted by the authors are their exclusive responsibility.
