Pedagogical Guidelines: Development of oral communication and written practice (according to literacy theories). by Gessíca, Morgana e Wilma

gessica_gardene1 — 2018-09-22 14:41:02 UTC

The Curricular Guidelines, brings reflections on the development of oral and written communication, based on theories on literacy.
The curricular guidelines show that, when working on this development of oral communication and written practice, we must see a junction of old knowledge and new knowledge of the student, not discarding one or the other.

gessica_gardene1 — 2018-09-22 14:41:45 UTC

The OCEM considers that knowledge is always socially and culturally situated, the new knowledge introduced in determined sociocultural practice or a particular community of practice. in an interrelation with existing knowledge (Ocem, 2006, p.109)

gessica_gardene1 — 2018-09-22 21:46:18 UTC

The reading jobs continuity, albeit with changing perspectives, as we will give you in the section on this topic. We believe that the schools of some may be interested in intensifying the development of reading in the third year, with a view to helping students prepare for college entrance exams (OCEM, 2006, p.111)

Table To be developed in foreign language teaching for high school.

gessica_gardene1 — 2018-09-22 22:02:10 UTC

Reading as a Literate

gessica_gardene1 — 2018-09-22 22:09:34 UTC

Reading is also critical to the development of these skills in English language teaching.

With regard to reading, we reaffirm the need for the work of this practice of language, but we indicate some changes of a theoretical nature which will influence the practice of this development. It is the adoption of the theories of literacies and multiletramentos, on which we have previously held. (OCEM, 2006, p.112)

gessica_gardene1 — 2018-09-22 22:13:46 UTC

Finally, the OCEM shows us how important it is to read and join new knowledge and old knowledge to develop the skills to be acquired in secondary education.