Resumen

POWACZUK, Ana Carla Hollweg  y  COLVERO, Ana Paula Barbosa. Knowledge of literacy teachers: principles and domains for teacher self-assessment. Educ. Form. [online]. 2023, vol.8, e10415.  Epub 02-Ene-2024. ISSN 2448-3583.  https://doi.org/10.25053/redufor.v8.e10415.

The article approaches the relationship between teaching knowledge and self-assessment processes in a shared way. We started with a qualitative study, developed from narrative interviews and dialogic encounters (Bakhtin, 2010; Bolzan, 2019; Freitas, 2009; Vigotsky, 2021) which will allowed us to identify the reference pedagogical practices of teachers working in the literacy cycle, as well as how to recognize the principles and the pedagogical domains prioritized by the teachers to energize their work. We consider that the knowledge derived from teaching experience makes it possible to build an effective repertoire of solutions acquired during a long period of work (Gauthier et al., 2006; Tardif, 2007), characterizing the teachers' reference practices, in which pedagogical principles and areas of scope can be evidenced. These dimensions will be discussed and shared, revealing driving forces for teacher self-assessment (Fernandes, 2008, Morales, 2014) encouraging reflection on ongoing pedagogical practices, and favoring teacher transformation and reworking.

Palabras clave : literacy; reference pedagogical practices; teacher self-assessment; teaching knowledge.

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