Contribuições do projeto Prolicen “alfabetização” para formação inicial da professora alfabetizadora: um relato autobiográfico

Abstract

Abstract: The trajectory of a literacy teacher is not built only in the university space, but also in the experiences that academia provides and that mark their initial teacher training. To this end, I base myself on theoretical reflections on experience (Bondía, 2002), teacher training (Nóvoa, 1995), teacher identity (Dubar, 2005; Nóvoa, 1995; Tardif, 2014), literacy instruction (Ferreiro; Teberosky, 1999; Soares 2022) and practices involving games (Huizinga, 2000; Kishimoto, 2011). In this sense, this research aimed to analyze the contributions of the Prolicen Project 'Instruction in Literacy' to my initial training and teaching identity as a future literacy teacher. Using a qualitative approach and the autobiographical methodology (Josso, 2004), I reflect on experiences within the scope of the aforementioned project, especially in the monitoring of third-grade elementary school children in the literacy process. The memories recovered range from the insertion in the project to the planning and execution of pedagogical practices with educational games, in addition to the challenges faced with the children served in the project and experiences arising from the academic context. The analysis showed that the aforementioned Prolicen project constituted itself as a significant formative space, capable of articulating theory and practice, promoting the maturation of the teacher's identity and stimulating a reflective, ethical, and committed attitude towards quality public education, and my teacher training from the perspective of a literacy teacher.