Knowledge of literacy teachers: principles and domains for teacher self-assessment

The article deals with the relationship between teaching knowledge and self-assessment processes in a shared way. Part-se of the qualitative study, developed from narrative interviews and dialogic encounters (Bakhtin, 2010; Bolzan, 2019; Freitas, 2009; Vigotsky, 2021) which will allow us to identify the reference pedagogical practices of teachers working in the literacy cycle, well How to recognize the principles and the pedagogical domains prioritized by the teachers to energize their work. We consider that the knowledge derived from teaching experience makes it possible to build an effective repertoire of solutions acquired during a long practice of the trade (Gauthier et al., 2006; Tardif, 2007), characterizing practices of references of teachers, thus we can demonstrate pedagogical principles and domains of abragencia These dimensions will be discussed and shared, revealing drives for teacher self-assessment (Fernandes, 2008, Morales, 2014) encouraging reflection on ongoing pedagogical practices, favoring teacher transformation and reworking.