Tavira. Electronic Journal of Teacher Training in Linguistic and Literary Communication.

We are editorial. A recreation of updated texts for a parallel history of Universal Literature

Pablo Moreno Verdulla — 2024-05-23

We live in a world marked by immediacy and instant gratification. Readers seems to be disappearing every day, thus we need to take action urgently, exploring methodologies that rekindle a love for literary texts. Through the reading of pieces of texts or complete works representative of the universal literary heritage, the aim is to gradually enrich students' personalities by expanding their worldview and then fostering their reading habits. This proposal begins with a prior reading throughout the course of works and authors from the major periods and stages of Universal Literature. As a result of this reading, through a chronological and diatopic perspective, a comprehensive understanding of themes, motifs, and the evolution of literary forms from ancient times to the 21st century will be attained, facilitated by the creation of texts with diverse styles and levels that update the curriculum to current interests and habits. As a result, we present a learning scenario that combines these creations and arranges them in both traditional and digital formats, engaging students in the editorial process which may be materialized through teacher-student collaborations.

Promotion of reading through non-fiction illustrated books and thinking routines

Sandra San Miguel Prieto — 2024-10-13

The research aimed to identify strategies to promote reading engagement in a summer library located in an informal setting in the province of Segovia. Employing a qualitative action research approach during the months of July and August, the responsible teacher developed a continuously evolving didactic proposal. Data were collected through participant observation and interviews and analyzed using categorization and criteria of scientific rigor. The proposal integrated illustrated non-fiction books with thinking routines, fostering reading habits and critical comprehension. Adaptability to the context and cycles of reflection-action were crucial aspects for the study's success. The results support the effectiveness of the proposal in promoting reading during the summer in a library. In conclusion, the thinking-based learning (TBL) methodology proved to be an effective tool for achieving the research objective and promoting reading engagement in this environment.

Portuguese scientific concepts learning and preparing dissertative-argumentative texts: a cultural-historical intervention in the interior of Brazilian Amazon

Rafael Fonseca de Castro — 2024-12-28

This article reports on a master's degree research that aimed to plan, implement and evaluate a pedagogical intervention, aiming at improving the writing of Pedagogy students from a Higher Education Institution in Ariquemes, Rondônia, Brazil. The research, with a qualitative approach and of the pedagogical intervention type, was carried out between September 2018 and March 2019. It was based on the theoretical-methodological assumptions of Cultural-Historical Theory, focusing on Vygotskian concepts of mediation, consciousness and control, added to the assumptions of Brazilian Textual Linguistics. The participants were six 4th-semester Pedagogy students, selected according to a performance diagnosis regarding the writing of dissertative-argumentative texts. The organization and data analysis occurred through discursive textual analysis and, in this manuscript, we present the analysis subcategory “Appropriation and application of scientific concepts of the Portuguese language for writing” results. Among the main results, we highlight the increase in awareness among students about their writing difficulties; the perception of the need to review texts; and the recognition of the contribution that scientific knowledge provides to the writing quality. The findings also show that the pedagogical intervention carried out contributed to the improvement of the participants' written expression skills.

Role of school libraries in a Chilean region

Camilo Torres Méndez — 2024-09-15

The Reading Centers and LRC School Libraries have achieved wide coverage in the Chilean educational system. However, there is a divergence between the standards of operation and their effective implementation. This is scarcely studied in Chile and particularly in the Maule Region, which is why an investigation was carried out in 13 public and state-funded private schools, based on the application of a mixed questionnaire to the LRC work team. To enrich the data, two specialists in reading promotion, who work in different types of organizations, were interviewed. The results corroborate that the role of school libraries is not totally fulfilled, as it is subjected to the interpretation of the management of the schools and LRC work teams. It is essential to periodically evaluate their implementation, an instance that could be enriched with ministerial supervision.

Literacy skills in university youth

María Esmeralda Correa Cortez — 2024-12-29

The article examines the literacy skills of students at the University of Guadalajara in two academic programs: Bachelor of Arts in Hispanic Letters and Government Administration and Public Policy. Through the “entry and exit test”, data were collected from students in their first or second semester at a public university. A previously validated and adapted questionnaire was used to obtain detailed information on the participants' summarizing, critical reading and argumentation skills. The sample consisted of 44 students. The questionnaire consisted of twenty items distributed in three main sections. The students read a selected article and then, they had to elaborate a summary, identify the author's thesis and present an argumentation. The evaluation of their literacy skills was carried out by a subject matter expert, who used a rubric integrated into the diagnostic instrument. The results indicated that the Hispanic Literature students exhibited a greater ability for argumentation, while those in Government Administration and Public Policy demonstrated greater skill in the elaboration of summaries. However, neither group was able to correctly identify the thesis of the article or produce a coherent and cohesive text commensurate with the level. These findings suggest an improvement in the teaching of literacy skills within both academic programs.

The Rivalries Between State Schools in Belém-PA: A State of the Art

Marcelo de Jesus Santos — 2024-12-29

This study investigated the academic productions regarding civic festivals in their intersection with education and the engendering of rivalry between state schools in Belém-PA. Based on bibliographic research of the state-of-the-art type, the research corpus consisted of studies published in the Annals of the Congresses of the Brazilian Society for the History of Education (SBHE) and in the Brazilian Journal of History of Education (RBHE) over a five-year period (2014 – 2018). The analytical treatment was conducted through an inventory of these studies and their interpretation based on Thematic Analysis, as proposed by Braun and Clarke (2006). The results point to the absence of studies dedicated to understanding the phenomenon of Rivalry, specifically in the state of Pará, thus demonstrating its novelty and importance, as well as the need to strengthen the field of History of Education in the Northern Region. The main results of the research stemmed from an organized inventory with findings, consisting of five (5) articles from the Brazilian Journal of History of Education and fifty-two (52) articles from the Annals of the Brazilian Society for the History of Education. In both databases, neither addressed the focus of the research.

Editorial. The report

Manuel Francisco Romero Oliva — 2024-12-30

Review. Didactics of language and literature. Ten current topics.

María Águila Cuadrado — 2024-02-03

The volume Didactics of language and literature. Ten current topics provides an overview of different theoretical and methodological approaches aimed at promoting and enriching linguistic and literary education in infant, primary and secondary classrooms. It aims, therefore, to bring the reading public closer to basic aspects of the teaching of language and literature, approaching them from a current perspective. Throughout ten chapters, divided into three different blocks of content, the work on macro-communicative skills in the classroom is addressed, together with other approaches, such as the work on linguistic communication competence from a school perspective or the teaching and learning of language as a system and of language in use - the pragmatic component. A comprehensive work combining theory, practice and research, aimed at promoting the continuing education of teachers.