Matrizes pedagógicas de professores alfabetizadores na rede municipal de ensino de São Paulo: uma pesquisa-formação

Abstract

This study investigates the configuration of the pedagogical matrices of literacy teachers from a municipal public school in São Paulo, understanding teacher education as a biographical, reflective, and experiential process. The study is theoretically grounded in the contributions of Stake (2011) and Barbier (2007) on qualitative research and action research, Giovanni (1994) and Bioto (2021; 2025) on research-formation, Furlanetto (2009) on the concept of pedagogical matrices, and Tardif (2014) and Imbernón (2009) in the field of teachers’ knowledge and continuing education. The research adopts a qualitative approach and is developed as both research-formation and action research, involving ten literacy teachers from the 1st, 2nd, and 3rd years of Elementary School, accompanied by the Area Guidance Teacher (POA), in a school located in the eastern region of the city of São Paulo. Data production instruments included questionnaires, participant observation with field diary records, video recordings, and the production of symbolic representations of pedagogical matrices, later painted on canvas and presented to the group. Data analysis is based on Bardin’s (2016) Content Analysis and is organized into four categories: (1) biographical temporality; (2) diversity of knowledge based on concrete experiences in literacy; (3) re-signification of practices through training; and (4) the process of becoming aware of knowledge and practices during the training process. The results indicate that teaching practices are strongly shaped by pedagogical matrices built throughout personal and professional trajectories, often in tension with current curricular guidelines. The formative process investigated fostered the recognition, problematization, and re-signification of these matrices, promoting shifts in conceptions of literacy, greater awareness of the foundations of practice, and the understanding of teacher education as a space for subjective, professional, and collective transformation.