Formação, saberes e experiências de professoras alfabetizadoras em Arraias- TO

Abstract

This study aims to analyze the training paths and professional practices of three literacy teachers who work in a public school in the municipality of Arraias, Tocantins, drawing on their narratives and experiences to understand the meanings they attribute to teaching and to the process of children’s literacy. The theoretical framework is grounded in discussions on teacher knowledge and professional development, supported by studies by authors such as Nóvoa (1992), Emílio (2010), De Melo (2025), Freire (1996), among others. The research, based on a qualitative approach, was conducted through semi-structured interviews with three literacy teachers working from 1st to 3rd grade. In addition to the interviews, a field notebook was used to record complementary observations, as well as autobiographical narratives incorporated as a methodological resource to deepen the understanding of the participants’ experiences. The results show that the teachers have diverse educational trajectories and that these experiences were essential for their professional development, fostering more conscious and reflective pedagogical practices in literacy instruction. It is also observed that the teachers face various challenges in their practices, which require the mobilization of diverse pedagogical strategies that are sensitive to the students’ realities