TRAINING COURSES AND LITERACY TEACHING PRACTICES: NARRATIVES OF TEACHER PROFESSIONAL DEVELOPMENT

Abstract

This article aims to understand the training paths and literacy teaching practices of teachers, based on narratives that highlight their professional development processes. It addresses the following question: How do the narratives of literacy teachers reveal their training paths and how do these paths relate to their teaching practices and professional development processes? Anchored in a qualitative, (auto)biographical approach, the study takes narratives as training and investigative devices, capable of revealing meanings, knowledge, and learning constructed throughout the personal and professional trajectories of the subjects, supported by the discussions of Ferrarotti (2010), Passeggi (2021), Souza (2014), and others. By giving visibility to experiences lived in the context of literacy, the work seeks to problematize how training paths are linked to pedagogical practices, highlighting tensions, challenges, and possibilities that traverse the exercise of literacy teaching.