Evocações on continuous training of literacy teachers: autobiographical narratives
narrativas autobiográficas
Abstract
This text is the result of our experiences in coordinating the continuing education of literacy teachers and acting as a regional trainer in the actions of a national policy for teacher education. The study aims to analyze autobiographical narratives as devices that contribute to teacher reflection, self-knowledge and the continuing education of literacy teachers. The analyzes and reflections are based on autobiographical reports by trainers and training coordinators. The approach of this theme, in the current context, is relevant for presenting contributions to think about the role of teachers in their training processes and mainly for postulating that the autobiographical narrative in teacher training promotes reflective processes and self-knowledge. The findings of the study show, among other aspects, that the training policy mobilized professional knowledge of literacy teachers to deepen and expand them and provoked reflections on the need to rethink the training processes of literacy teachers and the work carried out in the literacy cycle. The reports also indicate that the training policy provided opportunities for changes in teaching practices developed in children's school literacy.
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