Critical literacy: a cross-curricular tool-and-result in the teaching-learning activity
This paper discusses the importance of critical literacy as cross curricular tool-and-result in the teaching learning activity. Based on the Socio-Cultural-Historical Activity Theory (Vygotsky, 1934; Leontiev, 1977), it discusses a teacher continuous education intervention program aimed at the teaching-learning of different subject areas mediated by different genres (Bakhtin, 1953). Teachers' tasks, which really simultaneously develop critical understanding and an engagement with area contents in a non-segmented format, are analyzed and seem to indicate a view of literacy as tool-and-result in students' transformational actions.
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| Main Authors: | , |
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| Format: | Digital revista |
| Language: | English |
| Published: |
Pontifícia Universidade Católica de São Paulo - PUC-SP
2012
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| Online Access: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-44502012000200006 |
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