Formação docente e experiências narrativas de si: sentidos das práticas alfabetizadoras

Abstract

This dissertation is conceived as an investigative garden of experiences that intertwines times, places and individuals, with the central aim of understanding the meanings constructed by teachers from three public schools in the city of Paripiranga, state of Bahia, regarding literacy teaching practices throughout their formative processes. This study foregrounds teaching trajectories from a reflective perspective on the relation with knowledge. The voices move beyond the classroom in order to problematize public policies for teacher education, encompassing issues such as remuneration, career pathways and working conditions. Institutionally, this work is situated within the Graduate Program in Education (PPGED) at the Federal University of Sergipe (UFS), in the field of Education, within the research line of Teacher Education and Teaching Practice, and it is linked to the network project Education and work of professionals in different educational levels and contexts, developed by the Study and Research Group on Didactics, Teacher Education, and Teaching Work (DIFORT/UESB/CNPq). The methodological paths were guided by the principles of qualitative research and narrative inquiry, with an emphasis on the lived experiences of five literacy teachers from three public schools in Paripiranga, Bahia. The participants’ narratives were interwoven into the field texts, records produced through interactive-provocative conversations (IPC), in notebooks and memory boxes, like butterflies in search of a safe place, taking flight through their own stories. In the retelling, the worlds of the participants and the researcher intersected through the narrative analysis of experiences. The traces of lived experience were interwoven with the theory of the relation with knowledge, engendered in relations with oneself, with others, and with the world, within a relational and intersubjective trajectory marked by tensions that mobilized the desire to learn. The meanings produced revealed interconnections with the appropriation of the unity between theory and practice, the professional recognition of teaching, and processes of self-understanding. Alongside these movements of coming and going, values and discipline in the classroom, collective work between school and family, dialogic relations between teaching and school management, professionalism in practice, the idealization of the past and the perspective of inclusion were also interwoven as possibilities for coping with challenges and seeking conditions for the exercise of the teaching profession. These meanings express the distinctive ways of being and of developing practices in the field of literacy among the teachers who have woven their stories.