Literacy Practices from a Multicultural Perspective. Dieser Artikel ist nicht verfügbar.Literacy Practices from a Multicultural Perspective

Avoiding a technical approach to literacy issues, the different chapters converge in adopting a multicultural view that prioritizes issues related to cultural diversity and dialogue between academic culture and social culture present in the school environment. The practice of literacy is not conceived as a neutral means of forming disinterested knowledge, but as an essential mechanism for constructing individual and social identities through multiculturalism that considers cultural diversity in literacy in a dialogical relationship. Literacy Practices in a Multicultural Perspective addresses everything from classic issues, such as the relationship between literacy and literacy, to more challenging issues, such as the implication between the socially accepted dialect and the social dialect of each group in literacy. In this spectrum, it advances discussions by countering theories that blamed students and families for school failure. It reflects contemporary issues of cultural diversity associated with unequal power relations, making it necessary to propose educational approaches that explicitly consider relations between cultures.

Cláudia Correia da Silva, Pedagogue, with Advanced Training in Applied Neuropsychology, Specialization in Clinical Psychopedagogy from UERJ, and Master's Degree in Education from UFRJ. She has been teaching for 29 years and is currently a professor at Fundação Osório, working in the first segment of Basic Education.