Abstract
This article discusses the social meaning of the work of literacy teachers, based on the methodology of meaning nuclei in Aguiar; Ozela (2006). To this end, interviews were conducted with literacy teachers working in the Initial Literacy Block (BIA) classes in the public school system in the Federal District, guided by the analytical axes of teaching work, the specificities of literacy work in the early years of elementary school and the theoretical-methodological perspectives of literacy and literacy. The results showed that, in the speeches of the teachers participating in the research, the teaching work carried out in literacy classes presents elements that, when acting in the mediations of this teaching action, generated in the teachers a certificate of how their work is recognized, or not recognized, valued or devalued, supported and charged in the social totality in which it constitutes a social practice.
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