Aprendizagens experienciais da docência: narrativas de professores/as alfabetizadores/as

Abstract

This research has as its object the experiential learning of literacy practices, from the formative trajectories of teachers who teach literacy in the early years of Elementary School. The research aims to analyze the experiential learning that literacy teachers build in the process of permanent education and, for that, the contexts in which the teaching experiences are produced are listed. Therefore, the specific objectives of this research are limited to: analyzing the initial and continuing education of literacy teachers; identify the educational practices developed in the literacy process and map the knowledge that teachers produce in their professional practice. The methodological design is based on qualitative research, anchored in the fabric of life-formation narratives. The information production procedures are divided into two stages: conversation circle and narrative interviews with literacy teachers. These devices make it possible to understand, both individually and collectively, the learning movement that the subject builds on their educational practices, as well as on their training processes. Among the theoretical bases that contributed to the development of the study stand out Gatti (2010; 2019) Ferreiro (2004; 2011), Kleiman (1995), Freire (1991; 1996) Spala, Machado and Lopes (2018), Silva and Rios (2018), Silva (2017), Larrosa (2002), Creswell (2010); Souza (2007) and Saviani (2011). It is expected to reveal unique ways in which teaching is woven in the context of literacy practices that teachers develop in everyday school life. Among some of the research findings, we highlight the need to problematize and discuss the initial training of teachers regarding the relationship between theory and practice, the present challenges and the experiences of everyday school life as drivers for self-training and the importance of narratives of literacy experiences as part of of the teacher training process.