Narrativas de professoras alfabetizadoras sobre as práticas de alfabetização produzidas no 1º ciclo do Ensino Fundamental I em Coari-AM

Abstract

This master's thesis text is linked to line of research I: Theoretical-methodological perspectives for the Teaching of Human Sciences of the Postgraduate Program in Teaching of Sciences and Humanities (PPGECH) of the Institute of Education, Agriculture and Environment (IEAA) from the Federal University of Amazonas (UFAM). The general objective aims to understand the movements that involve the production of the identity of literacy teachers in the context of literacy in the 1st cycle of Elementary School I in Coari-AM. This proposal has the following specific objectives: a) to understand how the teaching practices of literacy teachers working in classes of the 1st cycle of Elementary School I in the municipality of Coari-AM are constituted, based on the narratives teachers; b) analyze the subversion strategies of literacy teachers in the context of literacy in the 1st cycle of Elementary School I; c) discuss the production of identities of literacy teachers based on self-narratives. Six (06) effective literacy teachers linked to the State Department of Education and Sports (SEDUC) working in the municipality of Coari-AM participated in this study. The theoretical-methodological field within which I have been developing and analyzing the data produced falls within the field of Cultural Studies. The redefined narrative interview Andrade (2012) was used as a methodological procedure, anchored by the qualitative research of González Rey (2015). In view of this, the narratives presented by the literacy teachers participating in this research enabled me to realize that the ways in which they constitute their teaching practices are/are negotiated and sutured based on the ways in which they became literate, the relationships established, and how they subverted the objects of knowledge described in the annual teaching plan of the 2nd cycle of Elementary School I to work on literacy in different contexts and with different subjects, constituting their teaching identities.