LITERACY TEACHERS: CHALLENGES, EXPERIENCES AND PRACTICES

Abstract

The paper presents the results of the research carried out during the academic master's degree, concluded in 2020. The work considers the difficulties faced by literacy teachers in adjusting the didactic situations to what the students actually need to learn, due to the gap between the theoretical production on how the child learns and can be taught, and the democratization of access to a didactic theory that guides literacy practices as a research problem. In order to analyze the challenges faced by literacy teachers in the exercise of their profession, this work constitutes itself as an ethnoresearch, since it is the type of research that implements an experience as the act of research. The research data were produced through interviews, observations, documentary analysis and yarning circle with four literacy teachers, responsible for the first-year classes of two private schools in the municipality of Nazaré-BA. The theoretical approach was based on several studies by Emilia Ferreiro. The data indicate that the pedagogical practice is based mainly on the recognition of letters, sounds and syllables. Despite the teachers’ commitment to the students learning, there was a significant distance between what children need to learn and what is actually proposed to them. This scenario suggests that there are gaps in the initial and continuing training of teachers and warns to the need for coherence between studies on how to learn to read and write and didactic interventions.