Resumo

OLIVEIRA, Genira Fonseca de; FIALHO, Lia Machado Fiuza  e  FALCAO, Giovana Maria Belém. Narratives of literacy teachers about teacher training and practice. Sér.-Estud. [online]. 2022, vol.27, n.61, pp.303-324.  Epub 16-Fev-2023. ISSN 2318-1982.  https://doi.org/10.20435/serieestudos.v27i61.1543.

The nuances experienced in the initial and continuing teachers’ training reverberate in pedagogical practice and professional identity. This study aims to understand the initial teacher training and the one developed through the Programa Alfabetização na Idade Certa, based on the meanings obtained from literacy teachers who work in the 2nd year of elementary school. Based on the assumptions of Historical-Cultural Psychology, an investigation of a qualitative nature is supported by the (auto)biographical method and has as its object of study as narratives of two teachers collected through narrative interviews. The results showed that family relationships influenced the professional choice; that the initial formative trajectory was lightened and precarious, not qualifying for teaching exercise at school; and that training in that Program led teachers to believe that standardized and prescriptive guidelines were a rule of conduct, meaning them as positive even though they took little account of the socio-historical context. It concluded that there is a need to invest in continuous critical training, reframing the pragmatic formative processes so that they favor autonomy and reflection, with teachers at the center of discussions, from their diverse realities.

Palavras-chave : teacher training; educational practice; Programa Alfabetização na Idade Certa.

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