REFLECTIONS ON TEACHING PRACTICE: AN INSIGHT INTO LITERACY PRACTICES DEVELOPED IN THE AMAZON INTERIOR

Abstract

This article presents an analysis of the data produced for a master's thesis conducted with the collaboration of six literacy teachers from a public school in the state education network, located in Coari-AM, Brazil. Anchored in the qualitative research approach of González Rey (2015), the study is framed within a post-structuralist perspective and the field of Cultural Studies. These frameworks enable an analytical focus on the tensions within the narratives proposed by the teachers as they discuss their literacy practices, literacy methods, pedagogical strategies, teaching resources, and initial teacher training, based on Andrade’s (2012) redefined narrative interview method. Engaging in the research field proved to be a transformative experience, fostering reflections on the ways of being and acting as a literacy teacher and on the effects of these reflections within this context. As conclusive possibilities, this study highlights the importance of dialoguing about diverse teaching knowledges, re-signifying practice, experiencing the research context to uncover new experiences, and understanding the pathways taken within the literacy context, which have shaped not only new knowledge but also alternative identities.