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Over the last few decades, the importance of literacy practices in the school context has been widely debated among educators in general, such as: which textual genres should be worked on in each year/grade? How can we 'explore' texts so that they can be used in social practices and have practical meaning in students' lives? When we discuss literacy issues, the focus is usually on students' literacy practices. However, it is extremely necessary to reflect on teachers' literacy practices so that, through continuing education, teachers are able to reflect on their pedagogical practice, as well as on the new challenges facing the school. In this context, pedagogical coordination emerges as an important space for teachers to reflect on their professional, intellectual and ideological development.
About the author
Teacher at the Federal District Department of Education. She has experience in Literature and Education, working mainly on the following subjects: Critical Discourse Analysis, continuing education and teacher literacy, curriculum and teaching. She has a postgraduate degree in Educational Management and a Master's degree in Linguistics from the University of Brasilia.
