Resumen

COSTA, Dania Monteiro Vieira  y  MONTEIRO, Alzenira Barcelos. Crossing time: Narratives of a literacy teacher’s trajectory. Educ. Puc. [online]. 2020, vol.25, e204858. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v25e2020a4858.

The article presents the academic and professional history of a teacher who worked for many years in literacy classes in the municipal public school system in the city of Vila Velha (ES). Based on narratives, the text aims to develop an active and responsive understanding of the transformations that the teacher has gone through in relation to policies. In particular, it focuses on the continuing education programs for literacy teachers, which were organized in the educational field and defended as a way of minimizing the learning problems of children who attend / attended literacy classrooms. The research has a qualitative approach, using narratives as a source and method of scientific investigation. It is based on the Bakhtinian perspective of language, specifically on the notion of event, which understands being in the world by focusing on a consciousness that is constituted in the relationship with the socio-cultural universe. The text concludes that the process of active and responsive understanding through the writing-event that occurs within the act of narrating their professional histories, a process of reflection and dialogue, can contribute to the constitution of the teacher / subject of their own work. This happens as they develop a position based on a critical analysis of the teaching-learning process in order to make decisions, focusing on the creativity and inventiveness that involve the actors in the educational act.

Palabras clave : Literacy; Event; Narrative.

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