As experiências de professoras alfabetizadoras: implicações no processo de ensino e aprendizagem

Abstract

This doctoral thesis presents literacy as its object of study, focusing on the experience of literacy teachers. The research sought to understand, through the narrative of ten literacy teachers, the transformations that occurred in their personal and professional life path and to what extent these changes promoted a reflection on themselves, resulting in a process of self-knowledge of their actions, of the relationship with each other and with the object of teaching and transformation of their pedagogical practice. As consequences of this study, the specific objectives are: to reflect on the potential of the pedagogical work of the literacy teacher, through the report of their experiences; recognize the conceptions of literacy that guide the pedagogical work of these teachers and whether these dialogue with the conceptions of the education departments; understand the relationships that are established in the teaching and learning process of these teachers, through the subjectivity and singularity implicit in life stories. The hypotheses that support this research are: regardless of the pedagogical line chosen by the literacy teacher, mediation in the teaching and learning process, carried out from a complex approach, is fundamental for meaningful and effective learning in the literacy cycle; the conceptions imposed by the education department on teachers, in most cases, do not allow room for critical positions, which, in turn, leads subjects to believe in determined/established discourses and, consequently, to look for a single answer to the challenges that arise in children's literacy. This investigation was carried out using a qualitative approach using non-directive interviews with ten literacy teachers. The theoretical framework that guides the reflections on the experiences of literacy teachers is based on Edgar Morin, Josso, Nóvoa, Imbernón, Kramer and Tardif and on literacy in Soares, Ferreiro, Teberosky, Colello, Kramer, Morttatti and Marcílio. Interview analyzes reveal the complexity of the teaching and learning process in the literacy cycle and the different methodological paths adopted by teachers to make students literate. By privileging the voice of literacy teachers, the research enabled them to present different aspects and interfaces of their personal and professional life experiences that were considered fundamental for the analysis: constitution of teaching identity; concepts and methods of literacy and pedagogical practice. The results of this investigation showed that the paths of literacy teachers are woven into a movement that integrates the person, their interactions and experiences and that this constitution of being interferes with the way of teaching and pedagogical practice. It is clear to us, considering the object of study and the environment in which it takes place, that prioritizing the voice of teachers made it possible to understand the set of representations, ideas, social values that constitute the identity of the literacy teacher, in a complex relationship between what was experienced and the objective conditions of reality. The narrative of these teachers provided information about a living and objective reality that transcends pedagogical practice and focuses on the universe of humanity of the literacy teacher, who, by narrating their stories of life and training, give new meaning to their practice and their way of relating to others and of being in the world.