A docência alfabetizadora leiga no Brasil

do contexto histórico-legal aos aspectos conceituais, políticos e práticos

Abstract

This article proposes theoretical notes on lay teaching in the context of Brazilian education, and aims to present a panoramic view of lay literacy teaching in Brazil, considering the historical and legal contexts as well as the conceptual, political and practical aspects of the performance of literacy teachers. Methodologically, this is a research of qualitative approach, with the development of bibliographic research involving the discussion and theoretical foundation on lay teaching in Brazil, specifically on literacy teaching. The study constitutes a cut of the theoretical discussion of the investigation at the doctoral level, in progress, entitled: Memories of lay teachers of literacy in the city of Pau dos Ferros/RN: knowledge, practices and identity. The theoretical reflections allowed the achievement of a dialogue between different authors who research the presence of lay teachers in the history of Brazilian education and revealed that it is a context marked by difficulties regarding the investments aimed at education, and consequently for teachers’ education, and therefore, the lay teaching was legitimized for various reasons such as: the absence of legality, social demands and political favoritism/political patronage. It is concluded that lay teaching has not been overcome yet, however, from the end of the 1990s, there were investments in programs directed to the in-service training of lay teachers, as well as the university expansion policy, both in terms of physical expansion and academic and pedagogical expansion of the federal network of higher education, contributed to overcome that picture about teacher education, having into account that it has been offered possibilities of teacher training.