Navegar é preciso: memórias de uma professora alfabetizadora à deriva

Abstract

This dissertation represents a deep and reflective exploration of the formative process of teaching practice, centered on the personal experience of a literacy teacher. The study begins with a narrative memorial, highlighting significant events and experiences that shaped the choice of the central theme: analyzing the development of teaching practice through (auto)biography. The research seeks to answer the central question of how her experiences as a literacy teacher transformed her identity and professional practice. Using a qualitative approach, the author narrates her journey as a literacy teacher with four decades of experience through fictional narratives exploring memories and experiences. To contextualize the research, the author uses a variety of resources, including diaries, field notes, photos, treasure maps, music links and videos. Throughout the text, the author discusses the careful selection of significant events and thoughts, providing a deep and personal insight into her educational journey. Furthermore, the study proposes connections between teacher training and literacy, examining the impact of these interactions on the human soul, through the perspectives of different authors. In the end, the transformation resulting from the reflections and learning obtained through the Ecologist Perspective of Education stands out, revealing a journey of self-knowledge and professional growth. The dissertation represents not only an in-depth analysis of teaching practice, but also an intimate exploration of the human being behind the educator.