A beginner teacher learning to literacy: educational processes and teacher knowledges in the tightrope

• Autor(a) principal: Moura, Taís Aparecida de
• Data de Publicação: 2019
• Outros Autores: Guarnieri, Maria Regina
• Tipo de documento: Artigo
• Idioma: por; spa
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11552
• topic: Initial teacher training; Beginning of teaching; Literacy practices; Teaching learning; Teacher knowledges.; Formación inicial docente; Inicio de la docencia; Prácticas de alfabetización; Aprendizaje de la docencia; Saberes docentes.; Formação inicial docente; Início da docência; Práticas de alfabetização; Aprendizagem da docência; Saberes docentes.

This article is based on a master's research in the area of school education and aims to reflect on the knowledge that involves teaching learning to read, considering the experiences of a beginner teacher in a class of the first year of Elementary School. For that, a qualitative, empirical research was developed, with observations in the classroom and interview. The data obtained were organized in the thematic axis "The nature of the literacy process" and analyzed in the categories: 1) conception of literacy; 2) choice of literacy methods; 3) Teaching skills for literacy. The results pointed to the practice of literacy as a complex process, which is aggravated by the insufficiency of knowledge acquired in the initial teacher training to teach reading and writing. Therefore, this study is propositive to problematize the directions of the formation of the literacy teacher, who appears to be in the balance of a tightrope.