Teaching writing: on the move or adrift in the initial training of literacy teachers

Abstract

Introduction: This work presents partial results of a research that analyzes the historical process of Brazilian literacy. Objective: The objective is understanding how teaching aimed at learning written language for children is dialogued in the process of initial training of literacy teachers. Methodology: The work was organized from readings of productions by authors from the historical-cultural perspective about literacy, analysis of the pedagogical project of the course with the objective of identifying the curriculum organization and the workload that contemplated the literacy components and later we organized a conversation circle with the five graduates of the pedagogy course who work in children's literacy classes, 1st and 2nd year , from municipal schools in a municipality in western Santa Catarina. The analysis is guided by the historical-cultural perspective and seeks to understand literacy as a process that should enable the subject's autonomy, criticality and emancipation, without being restricted to the question of methods and time of literacy. Results/Conclusion: The results show that the organization of the contents of the curricular components are potentiators of learning for literacy teachers who teach written language, however, the time allocated to the components that deal with literacy and literacy is considered fragile, which compromises a solid formation for those who will teach literacy. , in this sense, how to teach written language in the initial training of literacy teachers is left adrift due to the short time of teaching content on literacy.