PRÁTICAS DE PROFESSORAS ALFABETIZADORAS

APRENDIZAGENS DA DOCÊNCIA E PROCESSOS DE FORMAÇÃO

Abstract

Studies on the pedagogical practices/teachers of teachers must compose current agendas, due to the theme and its relationship with contemporary demands, and dialogue with knowledge. From this perspective, we carried out an investigation that aimed to understand the teaching learning and training aspects present in the pedagogical practices of three literacy teachers from two public schools in the city of Itapetinga-BA. Thus, we carried out a research with a qualitative approach and exploratory character, using the narrative interview for data production. Content analysis was the technique of choice for analyzing the research corpus, which considered two categories: 1) teaching learning in professional initiation; 2) formative processes and teaching learning. The results showed that teaching learning emerges in professional performance when entering the career and also from initial and continuing education. Even though the training is not meeting the needs and demands of the literacy challenge. Thus, the research showed that the gaps impose the need for a better understanding of formal pedagogical knowledge for better performance in the condition of literacy teachers.