Saberes necessários à docência

narrativas de professoras alfabetizadoras com experiência reconhecida

Abstract

This article mobilizes reflections from a research produced in graduate studies that aimed to analyze the construction of the knowledge inventoried as necessary in the practice by literacy teachers with recognized experience. The interlocution with researchers such as Soares (2004), Tardif (2010), Nóvoa (2017), and Carvalho (2018) brought the support for the understanding of this knowledge necessary for teaching, constructed and mobilized in the formation and professional teaching practice. Narrative interviews were the instruments selected to dialogue with the four teachers of the initial series participating in the research. Based on the narratives, we reached the following conclusions: the professional knowledge comes from personal thought and experience built throughout life, at the intersection between life history and professional history; the challenges experienced in the classroom require the teacher to impose rules of coexistence; critical reflection and ethics are actions and positions necessary for professional practice; attention to the student's knowledge, cognitive development and social context are demands of the profession; continuous investment in training is the practice of these professionals. All these elements, observed in the teachers' narratives, allowed us to understand that they have knowledge of a composite nature, marked by the diversity of experiences, by their personal choices, and by events that make their stories unique. In the narratives of the four teachers, it was possible to perceive elements of identification and closeness in their trajectories, such as their high school education, which seems to have strengthened the intertwining between the profession and the school.