Abstract

HOCA, Liliamar; ROMANOWSKI, Joana Paulin  and  CARTAXO, Simone Regina Manosso. Literacy teachers: study on elements of professional development. Rev. Diálogo Educ. [online]. 2016, vol.16, n.50, pp.937-965. ISSN 1981-416X.  https://doi.org/10.7213/1981-416X.16.050.DS07.

The text aims to indicate the characteristics of professional development of literacy teachers. The study focuses on the analysis of time and space for professional and personal lives of these teachers, considering events and learning, needs and expectations throughout his career. The research methodology is qualitative approach, considering as a data source the literacy teachers testimonials of the metropolitan region of Curitiba. For the analysis times and events "charneira" were observed (JOSSO, 2004), from what say the literacy teachers on professional insertion and continuity as literacy teachers. The study points out the ticket as a teacher literacy, learning for pedagogical practice, continuing education and working conditions as elements, moments and key areas in the constitution of professional development. The results also indicate that the professional career development born at first based on the uncertainties, and then it intensifies within stability in literacy practice, favoring continuity to become teacher literacy.

Keywords : Professional Development; Literacy Teachers; Professional Insertion.

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