A práxis do professor no ciclo da alfabetização

Abstract

This research, titled "The Teacher's Praxis in the Literacy Cycle," aims to discuss the pedagogical practices of teachers working in literacy cycle classes. The study seeks to describe the pedagogical practices employed by these teachers, investigate the challenges they face while implementing such practices, and highlight the importance of teacher training and its relationship to the work of the literacy teacher. To this end, a case study was conducted at a municipal school in Tabatinga, Amazonas. Data collection involved participant observation and interviews; specifically, semi-structured interviews were conducted with two literacy teachers working with 1st and 2nd-grade classes within the literacy cycle. A field notebook was used to record relevant observations. Theoretically, this study draws primarily upon the work of Emília Ferreiro (2000), Paulo Freire (1997), Magda Soares (2020), Ana Teberosky (1999), Frade (2005), Kleiman (2005, 2010, 2016), and Mortatti (2000). The research results revealed the 1st and 2nd-grade teachers' conceptions of literacy and *letramento* (literacy practices in social contexts) regarding their classroom praxis. Providing continuing education is essential and paramount, enabling teachers to understand their role and engage in self-assessment of their pedagogical practice. This is because the process of literacy acquisition and the development of literacy practices are crucial to students' educational development across all stages of the literacy cycle.