The pedagogical practice of the literacy teacher in the early grades of basic education

Reginaldo Batista de Brito

In this article, the production process of the pedagogical practice of literacy

teachers, who work in the initial grades of Basic Education, is analyzed. The

theoretical framework is based on the understanding of theory as an expression

of practice (MARTINS, 1996). The research is qualitative and the analysis was

based on Bardin (2011). Data were obtained through questionnaires applied in

some schools of a Municipal Education Network and semi-structured interviews

with teachers who work in basic education. The results indicate that the teachers'

pedagogical practice is constituted by challenges, by external and internal

determinants and by strategies produced from the problems originated in

practice. The training process of these teachers requires expansion of collective

work spaces and understanding of the specificity of literacy.

Key words: Literacy teacher; Initial series; Basic education; Teacher training