Viagens de vida e docência: alfabetização e letramento em narrativas de professores de turmas multisseriadas da educação do campo de Manaus

Abstract

The research aimed to understand the aspects of literacy and literacy underlying the life training narratives of teachers in multi-grade classes in Education in the Countryside of Manaus, as a basis for developing a training proposal for these teachers. Specifically, we sought to articulate the meanings of literacy, literacy, rural education, multigrade classes as the theoretical foundation of the research; identify the aspects of literacy and literacy that emerged from the narratives of teachers from multi-grade Education classes in the countryside of Manaus; Point out, from the discussion of the aspects that emerged, themes that collaborate with the training of teachers in multigrade EC classes; develop, implement and evaluate a training proposal based on the aspects of literacy that emerged from the narratives of teachers from multigrade classes in Education in the Countryside of Manaus. A questionnaire, the researcher's field diary and narrative interviews were used about the life-education path of four teachers from multigrade classes of Elementary School - Early Years, in the Rural Education – EC modality, from the rural riverside area, Rio Negro, Manaus-Amazonas. The interviews were audio recorded, transcribed and analyzed based on the fundamentals of Discursive Textual Analysis (DTA). This investigative path made it possible to develop, implement, evaluate and validate a training proposal called Ateliê de Cartas (auto)biografias - Navigating letters, weaving stories, whose objective was to serve the continued training of Elementary School teachers - Early Years, based on the promotion reflection on their teaching work with regard to literacy in multi-grade Rural Education (EC) classes, in addition to collaborating in self-understanding and teacher (self)training, through (auto)biographical writing in cards. Specifically, the proposal sought to provide opportunities for reflection on teaching work with regard to literacy in multigrade classes; deepen knowledge about the proposed themes; trigger a (self) formative process based on the life-training stories of teachers inserted in Rural Education in Manaus. According to considerations by members of the Study and Research Group on Teacher Training Processes in Technological Education (GEPROFET), participating teachers in training and pedagogical advisors from rural areas – evaluators of the training proposal –, the (auto)biographical Letters Workshop: Navigating charts, weaving stories, proved to be possible and viable for the purpose for which it was intended, and could be used in other training contexts.