Reading Practices in History Classes

• In Event: Reconceptualizing Classroom Interactions and Relationships

Abstract

This paper aims to present analyses of reading practices developed by participants of a fifth grade History classroom of the Public Elementary School Eleonora Pierucetti of the City of Belo Horizonte, in Brazil. The following question guides this analysis: What opportunities of Historical literacy are being developed in the referred classroom? Our theoretical framework joined the studies of Bloome (1983), Castanheira, Green e Dixon (2007) drawn from the Interactional Ethnography approach with the studies of Chartier (1996, 2004) grounded in field of the History of the Book and the Reading, among others. The methodological procedures included video recording; materials collected during the observation; field notes; interviews with the teacher and some students; and a prolonged field immersion period.

Authors

• Luísa Teixeira Andrade Pinho, Federal University of Minas Gerais

• Maria L. Castanheira, Federal University of Minas Gerais