Práticas alfabetizadoras dos professores iniciantes: um olhar multifacetado entre o saber e o fazer

Abstract

This Course Conclusion Work consists of a reflection on the Literacy Practices of the Beginning Teachers. This research had as locus three classes of the 1st year of elementary school in a public school in Amargosa - Bahia. We draw as a general objective: to analyze how these literacy practices of the beginning teachers have been occurring and if they have been contributing to literacy and literacy in the students' training process. Thus, a research with a qualitative approach, of the type of case study and using as data collection techniques, the semi-structured interview, the participant observation and the document analysis were carried out, having as subjects three beginning teachers. The theoretical and conceptual approach was based mainly on the studies of Ferreiro (2010), Soares (2002; 2006), Ferreira (2014), Albuquerque and Morais (2006), Andrade (2011) among others who contributed with studies and reflections on thematic Based on the data and analyzes carried out, it was possible to notice that the work done by the beginning teachers contribute to literacy aimed at literacy, even in the face of the numerous challenges encountered in everyday life, in order to promote a more meaningful learning with more defined social functions for the students. Finally, the research also points to the need to know more about the process of teacher literacy, memories and if possible, other influential factors that contribute to a good development and continuation of the profession.