Narratives of teachers' literacy teaching practice in rural school daily life: reflective implications

In order to understand how the knowledge and practices of literacy teaching practice of teachers from a rural school in the early years of elementary school are mobilized, this qualitative approach in the context of a (sell) biographical research was carried out in 2019 with five teachers from the early years of elementary school in a school in the rural area of the city of Caxias-MA, excelling in the methodological devices of: rounds of conversations, observations, research diary and oral narratives. In this sense, we are interested in asking as a research problem: how are the knowledge of literacy practice mobilized in the daily lives of teachers in the early years of elementary school who work in a school in the countryside? The results show that the way in which literacy teachers mobilize the knowledge of pedagogical practice, takes into account the appropriation of other theoretical and methodological devices in addition to those that are presented at school and in the classroom, such as through: newspapers, media, TV, playfulness, games. In addition to formative meetings and updating courses they carry out concerned with the learning of children mediated by the teaching they develop. These aspects make it possible for students to learn for themselves and for children in the context of schooling.