Memórias de professoras alfabetizadoras nos anos 2000: confluências entre história oral e alfabetização

Abstract

This article aims to investigate the experiences of literacy teachers who work in two public schools in the city center of Extremoz, in the first years of Elementary School I, analyzing some educational practices adopted during the literacy and literacy process. To this end, we sought to understand how the life history of the teachers took place, their perceptions, their desires and challenges as constituent elements of their teaching work. The research was based on some authors such as: Nóvoa, (1992); Bueno et al, (2006); Pimenta, (1997; 2001); Reis, (2012); Freitas; Galvão, (2007); Nóvoa;Finger, (1988); Bassedas; Huguet; Solé, (1999); Bncc, (2018); Ferreiro;Teberosky, (1999); Ferreira, (2012); Saviani, (2009); Vygotsky, (1987;1998),, among others. The methodology adopted was a bibliographic review in the BDTD of UFRN and in other academic research sites such as Google Scholar and Scielo; oral interviews were also conducted with the teachers, through a Interview guide with open questions, within a qualitative approach, considering the life stories and teacher training of the teachers. The results demonstrated that the educational conceptions of the educators are aligned with a more progressive pedagogy, in which they provide pedagogical practices that aim at the integral development and human. Also they emphasized the importance of playfulness in the literacy and literacy process and mentioned that the main challenge faced by educators is to engage families in the educational process of children.