DESENVOLVIMENTO PROFISSIONAL DOCENTE DE PROFESSORAS ALFABETIZADORAS EXPERIENTES: MARCAS POSITIVAS E NEGATIVAS VIVENCIADAS AO LONGO DA CARREIRA DOCENTE

Abstract

The present research aimed to unveil the positive and negative marks in the teaching trajectory of six experienced literacy teachers who have worked for more than fifteen years in the Municipal Education Network of Brusque (SC). The option for experienced literacy teachers is justified by the trajectory already experienced by these teachers in the exercise of their profession. Contributions were chosen as a theoretical framework Marcelo García (1999, 2009), Vaillant and Marcelo (2012, 2015), Imbernón (2010,2011), and Nóvoa (1992, 2000, 2009, 2010, 2019) to dialogue with the narratives of the participating teachers.The research has a qualitative and biographical approach called “life story”, and the data analysis occurred through discursive textual analysis. The results showed that the positive marks point to the training and courses offered by the municipality through the federal government; the dialogue and collaboration of the family in the relationship of pedagogical work; the relationship with children and learning to read and write. The negative marks reveal the lack of courses for literacy teachers; lack of continuing education linked to the real needs of teachers; difficulties with the family when the parents doubt the work they do; inclusion in the classroom and the lack of support from family members in this process. It is hoped that the narratives of the most experienced literacy teachers will contribute to a reflection on teacher training, helping, above all, literacy teachers beginning in the profession.