Professoras alfabetizadoras no ciclo de alfabetização: histórias, saberes e fazeres

Abstract

The main objective of this research was to analyze how three literacy teachers who acted/act at different times, developed and still develop their pedagogical practices in classes that make up the literacy cycle. Composing the scenario of this research, we also have specific objectives, which sought to identify and analyze the conception of literacy that literacy teachers have when working in the literacy cycle; to identify how teachers from different times constituted their history and pedagogical practices in the literacy cycle; identify which difficulties faced by literacy teachers from different eras with regard to their pedagogical practice; and, analyze which practice(s) developed in the classroom they consider successful in terms of literacy and literacy. The methodological path took place through a qualitative approach, using the interview remotely, as an instrument for carrying it out. When it comes to the theoretical contribution, there were contributions, mainly, by Soares (2020, 2021), with regard to literacy and literacy; Pereira (2020, 2021) regarding the adoption of literacy strategies and the literacy environment; Freire (2002), on the role of the teacher in the classroom, Mainardes (2009), when we talk about literacy cycles, and Cerqueira (2006), when we reflect on the importance of attentive listening to students. We interviewed three teachers, and through the narrative interviews, we can see that one of the interviewed teachers, due to the fact of having performed her trade in a time when only the act of reading and writing was enough, has opinions and theoretical basis on literacy and literacy in a succinct manner, with regard to the various literacy practices that can be used in the course of an individual's literacy process. On the other hand, the teachers who still teach, have a more robust theoretical support and seek to teach their students to read and write within this literacy context. Through what was researched, we hope to contribute so that the teachers who have access to this work, visualize how important it is to listen to their students, use playful strategies in teaching their classes and invest in their training as educators. And in addition, further studies on this topic.