Constitutive trajectories and beginning literacy practices of teachers from the SESI-SP network: an analysis based on teacher narratives. Práxis Educativa, [S. l.], v. 21, p. 1–17, 2026. DOI: 10.5212/PraxEduc.v.21.26267.016. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/26267. Acesso em: 16 may. 2026.