The interest of the shared cognitive model of the reading-writing relationship to literacy
DOI:
https://doi.org/10.51207/2179-4057.20240044Keywords:
Reading-Writing Relationship, Shared Cognitive Model, Literacy, Educational PoliticsAbstract
The present work discusses the relationship between reading and writing based on three theoretical models central to its understanding, the functional model, the sociocognitive model and the shared cognitive model. Moreover, this article aims to describe the importance of the shared cognitive model due to its relevance to understanding literacy in accordance with the most recent Brazilian educational policies, namely: the National Common Curricular Base and the National Literacy Child Commitment. To this end, an exploratory bibliographical research was carried out. The results of the analysis demonstrated that there is a close relationship between the shared cognitive model and current educational policies, including benefits regarding the teaching-learning of reading and writing skills, favorable to improving the quality of literacy, teacher training, strengthening knowledge about Portuguese and achieving the goals of the previously mentioned educational policies.
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Copyright (c) 2024 Wagner Ferreira Angelo, Dalva Maria Alves Godoy, Vera Wannmacher Pereira, Maria Eduarda Fernanda dos Santos de Fraga
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