LITERACY TEACHERS AND READING-WRITING METHODS: A COMPLEX TEACHING AND LEARNING RELATIONSHIP

Abstract

This study approaches the work relationship of literacy teachers and reading-writing methods, observed during Pedagogy Course students´ training period. Since teachers failed to identify the relationship between education concepts and reading-writing methods, concepts and methods were investigated and theoretically put next to one another. The relationship between theory and practice was established as a unit centered within the closeness that expresses the dialectic movement from students´ knowledge at the lowest development level, characterized by syncretism, to the most developed one is enhanced, towards synthesis and conscience-raising. Studies revealed that children´s appropriation of new types of knowledge will cause qualitative advancements in their intellectual development.