REGISTRATION AS NA INSTRUMENT OF REFLECTION OF TEACHING PRACTICE IN THE LITERACY CICLE

Abstract

The record of teaching practice is something relevant and presupposes, to a certain extent, a record that can be used. Thus, returning to it with its particularities becomes opportune, as this action often persists in identifying itself only as bureaucratic documentation lacking pedagogical meaning. In view of this, we consider it appropriate to investigate how the registration carried out by the teacher of the literacy cycle has contributed to their practice. Therefore, the study aims to understand the view of teachers on the record as an instrument of reflection on teaching practice in the literacy cycle, understand the purpose and use of the record by the teacher and verify the information contained in the record and its relationship with practice. Data collection was carried out in a municipal public school in the Greater ABC Paulista region, with (5) five teachers who teach at the same school for the literacy cycle. For this purpose, we used a qualitative approach and collaborative research, aimed at the participants' joint discussion and reflection on (7) seven established themes of objectives and theoretical foundation, in meetings called collaborative workshops. As a result of this process, we infer that the registration carried out by the teachers of the literacy cycle needs to be taken up for discussion, reflection, aiming at its qualification, even though it is an action practiced for a long time. This process was noted by the teachers as essential for the redefinition of their records and reorganization of practice, reflection, change in the way of seeing and recording the record and as a space for training.