Practices and Representations of the work with writing in rural schools

Abstract

This  paper  analyzes,  in  the  speeches  of  four  teachers  froma  primary  rural school,  representations  constructed  by  them  about  their  work  with  writing in school. The research is based on studies that conceive teachers’narratives and  reports  as  spaces  catalysts  of  self-training  (Goodson,  2000;  NÓVOA, 2000; Kramer, 2006). We considered as an empirical material of analysis the reports written by the teachers, interviews with the same teachers after the submissionof  their  reports,as  well as recorded  and  transcribed  classes.  Data analysis lead us to realizethat the work with writing developed by the group of  teachers  responds  to  expectations  that  they  have  about  this  practice  in human development.However, such expectations do not make the theoretical anchors explicit,which guide the work with the language, suggesting to us that teachers’ education should be continuous and the life narratives may constitute valuable tools of self-training, since the classroom reality requires redefinition and  projections  of  new  learningfrom  the  teacher’s  own  voice,  regarding historically producedknowledge.