LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelations

• Autor(a) principal: Silva Barreto, Missilene
• Data de Publicação: 2023
• Outros Autores: França dos Santos Rodrigues, Isabel Cristina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2433
• topic: Alfabetización Profesional Docente. Autoría Profesional Docente. Formación Continua.; Professional teaching literacy; Professional teaching authorship; Continued education.; Letramento; Profissional Docente; Autoria Profissional Docente; Formação Continuada

This paper aims to reflect about the literacy constitution and teachers’ authorship, from the mobilization of know-how of a teacher in a third year of elementary school. Therefore, this paper started with the following question: what extent literacy and teaching professional authorship are constituted in continued education and are mobilized in the context of classroom? To achieve the answers, it was observed that the teacher, in the period of September 2020 and April 2022, in the context of specific continued education about social practices (orality, reading and writing), which occurred at the Social Practices Research, Language and Learning-teaching on Teaching Education Project (IEMCI/UFPA); and in the period from February and March of 2022 in the classroom. The approach of Literacy Studies (Street, 2013; 2014; Kleiman, 2005; Freire, 2017; Nóvoa, 2009) and the dialogic perspective of language (Bakhtin, 2011 [1979]; Volóchinov, 2018 [1929]) compose a theorical-methodological framework of this study. As criteria to the analyses, it buoyed up the concepts of literacy and authorship from two categories: ethical responsibility (Bakhtin, 2011[1979]) and concepts of knowledge (Tardif, 2014). The results indicate that the literacy and teaching authorship are constituted in the continued education, reverberating in the classroom in ethical responsibility (Bakhtin, 2011 [1979]); consideration between other-student (Bakhtin, 2011 [1979]); assumption of theory and practice (Freire, 2017); conscience of unfinished (Freire, 2017); active participant attitude; conscience of teaching acting; cultural identity and class refraction and knowledge intersection – cultural and scientific.