Indícios de inventividade na prática de professoras alfabetizadoras: possibilidades para o (re)pensar da formação docente

Abstract

This article is an excerpt from broader research, developed at the doctoral level. Its objective is to present a reflection on other ways of thinking about the training of literacy teachers, taking as a presupposition the inventiveness that they manifest in their ways of being, doing and conducting teaching. To compose the corpus of the study, we used theses and dissertations defended in public universities in São Paulo between 2015 and 2019, to identify, based on narrative evidence from their researchers, how teachers appropriate, divert or reuse training proposals in their daily practices. The analysis of the collected material was carried out in the light of the theoretical-methodological framework of Cultural History. The notes resulting from the investigation showed clues that the literacy teachers, narrated in research, show their inventiveness in the relationships between peers they play, in the pedagogical orientations they resignify, in the multiple meanings they produce among themselves and with their students, in the order they subvert, even if subtly, in short, in the rearrangements they make in formative contexts. Thus, the investment in discussions that encourage, debate and welcome this inventiveness(es), betting on a less verticalized and more dialoguing matrix, shows a promising aspect for teacher training.