Critical literacy in Teacher Training: how to train Early Childhood Teachers to educate a critical citizenship?
Main Article Content
No. 16 (2019), Articles, pages 169-187
Submitted: Mar 24, 2019
Accepted: Jul 5, 2019
Published: Aug 20, 2019
Abstract
The article shows the initial results of an intervention in teacher training that has helped us to design an investigation. It is elaborated from a biographical narrative resulting from the teaching practice of future teachers that has allowed us to understand the relevance that they give to the need to address critical literacy from the first levels of schooling.The design of the teacher training proposal was based on previous experiences in which the use of popular culture and new technologies, facilitate a comprehensive teaching for the construction of identities in multicultural contexts.The experience has allowed us to understand how to help future teachers to differentiate between facts and opinions, argue about the veracity and reliability of sources, distinguish ideology from classroom resources and identify silences. Together with them, we knew what relevant social issues can be addressed in the classroom of early childhood education, how to teach how to interpret information about relevant social issues, how to approach critical literacy with children's education students.In short, the experience aims to know how to help future teachers to rethink social knowledge and overcome internal conflicts in the interpretation and treatment of relevant social issues from critical literacy.
Keywords:
critical literacy, early childhood education, social knowledge, teacher training
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How to Cite
García Ruiz, C. R., & González Milea, A. (2019). Critical literacy in Teacher Training: how to train Early Childhood Teachers to educate a critical citizenship?. DEDiCA. Revista De Educação E Humanidades, (16), 169–187. https://doi.org/10.30827/dreh.v0i16.9113