Teaching relationships and teaching practices focused on children’s speaking, reading and writing

Abstract

This article focuses on the analysis of productions prepared by literacy teachers, from a city in the interior of Minas Gerais, participants in a Virtual Continuing Training Course offered by the University in 2020. Objectively, the proposal, made up of 17 different modules, was aimed at offering teachers updating and experiences with a focus on their professional activities in the pedagogical field. This research focused the discussion on what was established in the literacy module, which lasted two months and was attended by, on average, 300 people. As a theoretical framework, the module's discussions were based on theorists from the dialogical (Freire, 1968) and discursive perspective of literacy. This research was guided by this same theoretical framework and methodologically we adopted the qualitative perspective, with a documentary approach (Gil, 2002), focused on reading and analyzing written productions in four discussion forums registered throughout this module, on the Moodle platform. It can be concluded that the posts made by the teachers indicated different perspectives of literacy; signs of awareness in carrying out literary reading practices that consider children's experiences and the desire to transform mechanical teaching relationships into more affective and dialogical relationships. On the other hand, the records indicated the predominance of a single literacy method in the municipality, phonic, and a certain institutional and also individual resistance on the part of some teachers with regard to the implementation of pedagogical proposals aimed at a dialogical approach and discursive.