Formação das professoras alfabetizadoras: um olhar sobre as práticas pedagógicas de professoras das escolas públicas de Rondinha (RS)

Abstract

Literacy is a broad process that encompasses diverse knowledge, going beyond encoding and decoding or merely acquiring reading and writing skills. Therefore, the literacy teacher, as the one who mediates between students and knowledge, needs a multifaceted training which encompasses various aspects of child development, such as how children learn, teaching methods, understanding the arrangement of the environment and how it impacts learning. It is essential that the literacy teacher understand the relevance of their role in the lives of children and the society they are part of, being aware that their actions directly impact both. Classrooms with an excess of students, lack of materials, students at different levels of knowledge and experiences, learning difficulties, the relationship between families and schools, and helplessness in everyday school life are examples of some of the challenges faced by literacy teachers. What to do in the face of all of this? For that, it is crucial that the teacher seek high-quality initial and continuous education and be willing to keep learning and researching. With this in mind, the present study discusses concepts related to the history of the teaching profession, the literacy education, the training of literacy teachers, and literacy pedagogical practices. Through qualitative research, it was sought to investigate how the training of literacy teachers impacts their daily classroom practice. Thus, a field research was conducted with seven literacy teachers, that is, teachers of 1st and 2nd grades from three public schools in the municipality of Rondinha - RS. The theoretical framework for discussing the concepts was based on a bibliographic research that included authors such as Freire (1996; 2005; 2006), Nóvoa (1991; 1995; 2022), Kleiman (2008), Soares (2004; 2005; 2018), Sartori (2013), Garcia (2012; 2015), Mortatti (2022; 2010; 2006), Kramer (2010), among others. At the end of the research, it became apparent that teachers are aware of the need for continuous professional development and actively seek it. However, it was evident that it cannot be just any available course or training, instead, there is a need for progressive and in-depth training to enhance the professional scope of literacy teachers since what makes a difference in teachers' pedagogical practices is their ability to apply theory into practice, which can be a significant challenge in some cases. Thus, this is where theories and practices align most significantly, as the more qualified the teachers are, the better they can apply what they have learned from theory into practice in the classroom.