Teachers’ professional development of experienced literacy teachers in the Municipal Education Network of Brusque (SC)

• Autor(a) principal: Bruns, Juliana Pedroso
• Data de Publicação: 2023
• Outros Autores: Rausch, Rita Buzzi
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/16962
• topic: Desenvolvimento Profissional Docente. Formação de Professores. Professoras Alfabetizadoras. Professoras Experientes.; Teacher’s Professional Development. Formation of Teachers. Literacy Teachers. Experienced Teachers.; Desarrollo Profesional de Profesores. Formación de Profesores. Profesoras de Alfabetización. Profesoras con Experiencia.

The objective of this article was to analyze how the professional development of experienced literacy teachers in the Municipal Education Network of Brusque (SC) happens. The methodology used is biographical, and data analysis is textual discursive. As a theoretical framework, the contributions of Garcia (1999, 2009a, 2009b, 2010), Vaillant and Garcia (2012, 2015, 2017) and Nóvoa (1992, 2009, 2010) were used. The results showed that: a) for all literacy teachers, the desire to be a teacher emerged in childhood; b) an initial period, accompanied by experienced teachers is essential, since initial training is the first formal stage of a professional development process that takes place throughout the teacher’s life; and c) over the years, the teachers felt more confident. It is expected that the narratives favors a reflection on the professional development of teachers and that public education policies pay attention to the stages of this development, which is continuous.