Práticas alfabetizadoras narradas por professoras/es no Fórum de Alfabetização, Leitura e Escrita (FALE) do Rio de Janeiro

Abstract

This dissertation focuses on the narrated literacy teachers practices in meetings of continuing education activities called Literacy Reading and Writing Forum (FALE) , in Rio de Janeiro. Through these narratives studies, it is concluded that the teachers, social authors of their own teaching practices, seek out new directions to their educational actions, even when they re linked to projects and literacy policies. This investigation discussed the narrative of five female teachers and a male one, in a total of six, produced along that training activity above. These teachers belong to the Public District Schools in Rio de Janeiro, teaching literacy classes. Such teachers, trying to circumvent the hegemonic ways of thinking and building schools, which deny this educational environment complexity, narrate the possibility of another way of learning. The transcribed and shared narratives developed in this dissertation allow to identify and understand some of the constitutive main principles of the literacy practices presented at FALE/Rio. They are: listening and dialogues, authorship and working literacy through the context. The narrative teaching is recognized and supported in this research, not only as a research instrument of investigation, but otherwise as a rich experience environment.