THE TEACHING PRAXIS WITH LITERARY READING: CONTRIBUTIONS TO HUMAN DEVELOPMENT AND EMANCIPATION

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MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniv Londrina UEL-
Autor(es): dc.contributorLondrina State Univ PPEdu UEL-
Autor(es): dc.contributorUniv Evora UEVORA-
Autor(es): dc.contributorUniv Minho-
Autor(es): dc.contributorCourse Commiss Masters Presch Educ & Teaching 1st-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.creatorSantos Klem, Suelen Cristina dos-
Autor(es): dc.creatorGranado Sanches, Gislaine Gomes-
Autor(es): dc.creatorCoelho de Paiva Balca, Angela Maria Franco Martins-
Autor(es): dc.creatorPires Franco, Sandra Aparecida-
Data de aceite: dc.date.accessioned2025-08-21T22:48:01Z-
Data de disponibilização: dc.date.available2025-08-21T22:48:01Z-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2022-03-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.21723/riaee.v17iesp.1.16322-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/245086-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/245086-
Descrição: dc.descriptionThe article is the result of work carried out with the discipline of Education, human formation and praxis: implications of Historical-Cultural Theory and of Historical-Critical Pedagogy for School Education of the Graduate Program in Master of Education at the State University of Londrina (UEL). The objective was to present contributions of teaching practices in the school environment, with a view to human and social development from the work with Literary Reading. It was based on the problem: how Literary Reading can contribute to the teaching praxis and for the development and human emancipation of the student? It is a critical-dialectical approach with qualitative data treatment. Data generation consisted of conducting bibliographic research. As results and discussions, we understand that the teaching praxis, when intentionally planned, provides the development and human emancipation, because Literary Reading has contributions in relation to language, the criticality and conscience of the reader.-
Descrição: dc.descriptionUniv Londrina UEL, Londrina, Parana, Brazil-
Descrição: dc.descriptionLondrina State Univ PPEdu UEL, Postgrad Program Educ, Londrina, Parana, Brazil-
Descrição: dc.descriptionUniv Evora UEVORA, Aggregat, Evora, Portugal-
Descrição: dc.descriptionUniv Evora UEVORA, Dept Pedag & Educ, Evora, Portugal-
Descrição: dc.descriptionUniv Minho, Res Ctr Child Studies CIEC, Braga, Portugal-
Descrição: dc.descriptionCourse Commiss Masters Presch Educ & Teaching 1st, Sao Paulo, Brazil-
Descrição: dc.descriptionUniv Estadual Paulista, Sao Paulo, Brazil-
Descrição: dc.descriptionUniv Londrina UEL, Grad Program Educ, Londrina, Parana, Brazil-
Descrição: dc.descriptionUniv Estadual Paulista, Sao Paulo, Brazil-
Formato: dc.format937-952-
Idioma: dc.languageen-
Publicador: dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis-
Relação: dc.relationRevista Ibero-americana De Estudos Em Educacao-
???dc.source???: dc.sourceWeb of Science-
Palavras-chave: dc.subjectEducation-
Palavras-chave: dc.subjectLiterary reading-
Palavras-chave: dc.subjectTeaching praxis-
Palavras-chave: dc.subjectDevelopment and human emancipation-
Título: dc.titleTHE TEACHING PRAXIS WITH LITERARY READING: CONTRIBUTIONS TO HUMAN DEVELOPMENT AND EMANCIPATION-
Tipo de arquivo: dc.typelivro digital-
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