COHERENCE BETWEEN TEACHING KNOWLEDGE AND PRACTICES OF A SUCCESSFUL LITERACY TEACHER

In spite of investments in educational field, Brazil still continues with serious problems, especially concerning issues related to literacy. To investigate the practice of successful teachers may offer relevant directions to the literacy teacher work, focus of this research. In this context, we have tried to analyze the coherence between teaching knowledge and activities/tasks which integrate the pedagogical practice of a successful teacher with the aim of understanding the reasons of her success in her teaching task. It is a case study with the following steps: a) search for fundaments; b) two semi-structured interviews; c) class observation; d) analysis of her textbooks as well as of her school planning. It was not possible to establish a strict correlation of all observed activities/tasks, with the identified teaching knowledge, considering that not all kind of knowledge must necessarily have a practical counterpart. Pedagogical practice, on the other hand, with all its constraints, in spite of planning, not always could be related to a teacher 's knowledge in the classroom context, which is not always foreseeable. Considering this, it was possible to obtain a significant picture relating her teaching knowledge and her coherent practices. Besides this, her great compromise with teaching in public school, visible in her performance with the students, as well as in her speech, her critical position, her creative and innovative spirit, which constitute her "knowledge about how to be", were fundamental factors in the configuration of the pedagogical practice of this successful literacy teacher.