‘Literacia disciplinar’: percepções de professores do ensino básico

Relação

https://ojs.ufgd.edu.br/index.php/Raido/article/view/9383/4939 | /*ref*/BAZERMAN, C. Shaping writt en knowledge: The genre and activity of the experimental article in science. Madison: University of Wisconsin Press, 1998. | /*ref*/BURKE, P. et al. Supporting the Effective Teaching of Primary Science and Technology: a discrete choice experiment approach. Sydney: Association of Independent Schools of NSW, Australia, 2017, Disponível em: http://ow.ly/Ypht30c7gxh. Acesso em: 18 maio 2018. | /*ref*/DIONÍSIO, M. L. A construção escolar de comunidades de leitores. Leituras do livro de Português. Coimbra: Almedina, 2000. | /*ref*/DIONÍSIO, M. L. Literacias em contexto de intervenção pedagógica: um exemplo sustentado nos Novos Estudos de Literacia. Educação. Revista do Centro de Educação da Universidade Federal de Santa Maria, v. 32, n. 1, p. 97-107, 2007. | /*ref*/DIONÍSIO, M. L. PEREIRA, M. C.; VISEU, F. A leitura e a escrita no currículo: a presença ausente. Atos de Pesquisa em Educação, v. 6, n. 1, p. 94-114, 2011. | /*ref*/FANG, Z. Scientific literacy: A functional linguistic perspective. Science Education, 89, p. 335–347, 2004. | /*ref*/FANG, Z. COATOAM, S. Disciplinary literacy: What you want to know about it. Journal of Adolescent & Adult Literacy, 56(8), p. 627–632, 2013. | /*ref*/FANG, Z. SCHLEPPEGRELL, M. Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53(7), p. 587–597, 2010. | /*ref*/GARBE, C. Building Content Area Literacy-Expertise among European Teachers of Secondary Schools. A Report about two European Comenius Projects. In: BOZSIK, V. (Ed.) Improving Literacy Skills across Learning. CIDREE Yearbook 2015. Budapest: HIERD, 2015. Disponível em: http://www.cidree.org/fileadmin/files/pdf/publications/YB_15_Improving_Literacy_Skills_Across_Learning.pdf. Acesso em: out. 2017. | /*ref*/GARBE, C. et al. ADORE-Project. Teaching Adolescent Struggling Readers. A Comparative Study of Good Practices in European Countries – Executive Summary, 2009. Disponível em: http://www.alinet.eu/index.php?option=com_content&view=article&id=28&Itemid=34 Acesso em: 19 nov. 2010. | /*ref*/GEE, J. P. La Ideologia en los Discursos. Linguística Social y Alfabetizaciones. Trad. castelhana de Pablo Manzano. Madrid: Ediciones Morata, 2005. | /*ref*/GEE, J. P. Language in the science classroom: Academic social languages as the heart of school-based literacy. In: SAUL, E. W. (Ed.), Crossing Borders in Literacy and Science Instruction: Perspectives on theory and practice. Newark, DE: International Reading Association/Arlington, VA: NSTA [National Science Teachers Association], p. 13-32, 2004a. | /*ref*/GEE, J. P. Opportunity to learn: a language-based perspective on assessment. Assessment in Education: Principles, Policy & Practice, 10:1, p. 27-46, 2003. | /*ref*/GEE, J. P. Reading as situated language: a sociocognitive perspective. Journal of Adolescent & Adult Literacy, 44:8, p. 714-725, 2001. | /*ref*/GEE, J. P. Situated language and learning: A critique of traditional schooling. London: Routledge, 2004b. | /*ref*/GEE, J. P. Social linguistics and literacies: Ideology in Discourses. 2nd Ed. London: Taylor & Francis, 1996. | /*ref*/GEE, J. P. Teenagers in new times: A new literacy studies perspective. Journal of Adolescent & Adult Literacy, 43:5, p. 412-420, 2000. | /*ref*/GEE, J. P. The New Literacy Studies: From “socially situated” to the work of the social. In: BARTON, D.; HAMILTON, M.; IVANIC, R. (Eds.), Situated Literacies: Reading and Writing in Context. London: Routledge, p. 180-196, 1999. | /*ref*/GOVERNO DE PORTUGAL. Portugal INCoDe.2030. Iniciativa Nacional Competências Digitais e.2030. Um programa integrado de competências digitais para Portugal, 2017-2030. Disponível em: www.incode2030.gov.pt. Acesso em: 10 jun. 2018. | /*ref*/HALLIDAY, M. A. K., MARTIN, J. R. (1993). Writing in science: Literacy and discursive power. Pit sburghm PA: University of Pit sburgh Press. | /*ref*/HOWES, E. V.; LIM, M.; CAMPOS, J. Journeys into inquiry-based elementary science: Literacy practices, questioning, and empirical study. Science Education, 93(2), 189-217, 2009, doi:10.1002/sce.20297. | /*ref*/KRESS, G.; JEWITT, C.; OGBORN, J.; TSATSARELIS, C. Multimodal teaching and learning: the rhetorics of the science classroom: London: Continuum, 2001. | /*ref*/LEMKE, J. L. Talking Science: language, learning and values. Norwood, NJ: Ablex, 1990. | /*ref*/LEMKE, J. L. The literacies of science. In: SAUL, E. W. (Ed.). Crossing Borders in Literacy and Science Instruction. Newark, DE: International Reading Association and Arlington, VA: NSTA Press, p. 33-47, 2004. | /*ref*/MOORE, D.W.; READENCE, J.E. Situating secondary school literacy research. In: MOJE, E.B.; O’BRIEN, D.G. (Eds.). Constructions of literacy: Studies of teaching and learning in and out of secondary schools. Mahwah, NJ: Earlbaum, p.3-25, 2001. | /*ref*/MOJE, E. B. Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching. Review of Research in Education, v. 31, p. 1-44, 2007, DOI: 10.3102/0091732X07300046. | /*ref*/MOJE, E. B. Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), p. 96-107, 2008. | /*ref*/MOJE, E. B. CIECHANOWSKI, K.; KRAMER, K.; ELLIS, L.; CARRILLO, R.; COLLAZO, T. Working toward third space in content area literacy: an examination of everyday funds of knowledge and Discourse. Reading Research Quarterly, v. 39, n. 1, p. 38-70, 2004a. | /*ref*/MOJE, E. B. PEEK-BROWN, D.; SUTHERLAND, L. M.; MARX, R. W.; BLUMENFELD, Ph.; KRAJCIK, J. Explaining Explanations. Developing Scientifc literacy in Middle School Project-Based Science Reforms. In: STRICKLAND, D.; ALVERMANN, D.E. (Eds.), Bridging the gap: Improving literacy learning for preadolescent and adolescent learners in grades 4-12. New York: Teachers College Press, 2004b, p. 227-251. | /*ref*/PEARSON, P. D.; MOJE, E.; GREENLEAF, C. Literacy and Science: Each in the Service of the Other. Science, 328(5977), p. 459-463, 2010, doi:10.1126/science.1182595. | /*ref*/ROJO, R. O letramento escolar e os textos de divulgação científIca - a apropriação dos gêneros de discurso na escola. Linguagem em (Dis)curso, v. 8, p. 581-612, 2008. | /*ref*/SHANAHAN, T.; SHANAHAN, C. Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), p. 40-59, 2008. | /*ref*/SHANAHAN, T.; SHANAHAN, C. What is disciplinar literacy and why does it matter? Topics in Language Disorders, Vol. 32, n.1, p.7-18, 2012. | /*ref*/SHANAHAN, T.; SHANAHAN, C. MISICHIA, C. Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research, 43, p. 393-429, 2011. | /*ref*/TANG, K.-S.; PUTRA, G. B. S. Integrating literacy into a science inquiry instructional model, ESERA 2017 Conference. Disponível em: https://keynote.conference-services.net/resources/444/5233/pdf/ESERA2017_0410_paper.pdf. Acesso em: 15 jun. 2018. | /*ref*/THE NEW LONDON GROUP. A pedagogy of multiliteracies. Designing social futures. In: COPE, B.; KALANTZIS, M. (Eds.), Multiliteracies. Literacy Learning and the Design of Social Futures. London/New York: Routledge, p. 9-37, 2000. | /*ref*/UNSWORTH, L. Teaching Multiliteracies across the Curriculum. Changing contexts of text and image in classroom practice. Buckingham/Philadelphia: Open University Press, 2001. | /*ref*/VACCA, R. Content Area Reading, 1st ed. Boston: Little Brown, 1981. | /*ref*/VACCA, R. VACCA, J. A. L.; MRAZ, M. E. Content Area Reading: Literacy and Learning Across the Curriculum, 12th Edition, Enhanced Pearson eText with Loose-Leaf Version. London: Pearson, 2017. | /*ref*/WILSON, A. A. A Social Semiotics Framework for Conceptualizing Content Area Literacies, Journal of Adolescent & Adult Literacy, 54(6), p. 435 -444, 2011, doi:10.1598/JAAL.54.6.5. | /*ref*/ZYGOURIS-COE, V. I. Teaching discipline-specific literacy in grades 6-12: preparing students for college, career, and workforce demands. New York/London: Routledge, 2015.