The study of the literacy practices of teachers in teaching reading and writing (1980-2005): "The change is very difficult"

Abstract

In this paper, we present some results of a study which considered what the researches produced by São Paulo Education postgraduate programs from 1980 to 2005, whose focus was literacy teachers’ work, reveal about literacy teachers’ procedures, practices and knowledge. In the first part, we presented a brief survey on the Brazilian literacy context. Then, we focus the analysis of corpus (8 Ph.D. Dissertations and 32 MS Theses) which was divided in three areas: literacy procedures, teachers’ practices and teachers’ knowledge. Data allow us to shape continuities and changing tracks in the literacy teachers’ practices and in the research on their practices.