Literacy & role of educator

 Summary:

The aim of this study is to define the meaning of literacy and contextualize it, establishing its relationship to literacy and the importance of understanding the teacher about this issue for, assist and promote the development of an individual actually literate and illiterate.

Literacy in  80s:

The term literacy, first mentioned in the 80s, began to take prominence in the educational environment to the extent that literacy was understood as a complex process of language learning. Amid these changes, literacy has come to expand the meaning of literacy and promote the understanding of the socio-cultural learning of written language, since this learning occurs through the relationship between the subject and culture of the society they live 

THE ROLE OF THE EDUCATOR IN LITERACY:

It is called the process of literacy learning of language through interaction with various written materials and practices of reading and writing.  It is known that the environment in which the individual is inserted can be a great facilitator for the process of literacy. This happens when the environment in which we live is practiced various readings, talks about the readings taken, finally, is given the example of a cultural model literate. Moreover, the stimulus to these practices is critical to the learning process.

            However, with these definitions of literacy, the question arises: what is its difference in relation to literacy?

Literacy is the acquisition of skills for reading and writing, while literacy uses this ability to reach different goals.  Therefore, literacy allows a different relationship of the individual to society, allowing a deeper connection with his or her own socio-cultural context.

 

Anther approach say that "While literacy is concerned with the acquisition of writing by an individual or group of individuals, literacy focuses on the socio-historical aspects of the acquisition of a company."

Another consideration that should be done is referring about the quality of textbooks and use that language teachers make these resources. The teacher must create opportunities, through the rational use of textbooks that students must read in their own learning and knowledge. Regarding the quality of children's books, Mattos (2003) presents an overview of her work for publications of interest to the student to integrate in the world of writing and reading.

Conclusion:

The considerations presented, we can notice that the term literacy is very comprehensive and cannot have a simplistic definition. There is zero level of literacy and it is not determined by the degree of literacy, so even an illiterate can provide significant levels of literacy then a literate while someone may have difficulty exercising literacy. Being a literate citizen facilitates the relationship with the environment in which they live and in view of the importance of developing literacy, the teacher must make allowances for this process to occur during the student's literacy period.

REFERENCES

 Bunzen, Clécio. A study on the reception of the genre textbook English: implications for teacher training. [2006] 

MATTOS, Margaret Silva. Literacy and Reading of Literature. [2003].

 

GARCEZ, Sabrina. How to read and write before the first grade on. Journal of the teacher. Porto Alegre, v.21, n.82, p. 5-7, abr. / jun. 2005.