Cartas sobre quem (ainda) não sabe escrever: a escrita como acontecimento na formação de um professor de ciências

Abstract

Hello, dear visitor, welcome! I left here some letters that may interest you. They talk about literacy and the existential tensions in/of teacher training, with different recipients, intentions, meanings, experiences, stories and affects. As a guideline for writing such letters, I bring the following guiding question: how can knowledge about the literacy process contribute to science/biology classes? Based on this problem, I sought to understand how knowledge about literacy can contribute to the training of a science/biology teacher. Aiming to meet the proposed objective, I adopted epistolary writing as a methodological, formative, and pedagogical path, in search of an open science, which questions the modes of knowledge production and, from this, breaks with the forms of colonization of knowledge. Following some clues from Deleuzian-inspired cartography, I compose my map, based on letters exchanged with my advisor and other epistles written to different recipients. In these, we narrate how literacy has been configured in our country, based on the daily life of a public school, reports of some academic research and posts on the virtual social network X (formerly Twitter), in addition to some stories from my family. As a result of this journey, I understood that the literacy process is complex and marked by various power relations. Therefore, assuming a political perspective of criticality is necessary, to understand the constant failure we have in teaching children in our country to read and write; so that we can observe literacy as a continuum; to connect it with biology and, therefore, expand its meaning in the training of children and teachers.