Resumo

SERRANO DE MORENO, Stella; AGUIRRE, Rubiela  e  PENA G, Josefina. Teacher’s thought and access to written culture. Letras [online]. 2010, vol.52, n.83, pp.103-132. ISSN 0459-1283.

Access to the social practices of reading and writing depends on the possibility that young people have of participating in them actively and of using them socially. In this activity the teacher plays an important role. The actions performed by the teachers are determined by the experiences and meanings available to them with regards to written language and its functions (Anderson, 1984; Porlán, 1993), as well as by those related to effective social practices that facilitate its learning. The aim of this study was to understand how teachers of basic school, with their conceptions, beliefs, and performing styles, favor a culture of written language at school. The interview and non-participant observation were employed. Teacher’s thought and its relation to written culture was qualitatively analyzed. As a conclusion, it can be stated that the little consistency of teachers regarding the nature of the field affects the way in which they approach their teaching and becomes determinant of their contributions for the generation of a school written language culture.

Palavras-chave : teacher’s thought written culture; reading and writing practices in third stage of basic school.

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