Constitutive trajectories and beginning literacy practices of teachers from the SESI-SP network: an analysis based on teacher narratives
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26267.016Abstract
This article aims to investigate and problematize the implications of the constitutive trajectories of beginning literacy teachers for the ways in which they conduct practices for teaching reading and writing. This is a qualitative study grounded in Cultural History and in the sociocultural perspective of literacy. Data were produced through written narratives by 16 teachers from the Serviço Social da Indústria de São Paulo (SESI-SP) network [São Paulo Industrial Social Service], collected during teacher education encounters and analyzed in light of the Evidential Paradigm. The results indicate that memories of learning to read and write, educational pathways, and everyday experiences directly influence teaching practices, and that teachers reinterpret institutional prescriptions, develop their own tactics, and build meaningful literacy environments, revealing the inventive dimension of teaching.
Keywords: Beginning literacy teaching. Teacher education. Cultural History.
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