| dc.description.abstract | This survey provides a reflection on training and professional practice, from the voices of literacy teachers, users of the mother tongue, with specific knowledge and particularities of pedagogical work. In this perspective, place to analyze conceptions of literacy teachers practices of these graduates of the Faculty of Education with a view to their conceptions of reading and writing and their experiences as producers and users of the mother tongue, also considering the teacher training process. In this scenario, we are trying to understand the social game between what has influenced theory and produced their practice of literacy teachers. Participate in the study five literacy teachers, exercising their teaching in the literacy cycle, and two forming teachers, belonging to PNAIC, coordinators group of municipality's Department of Education, all graduates of the Faculty of Education of a state university in the northeast of Brazil. The study is a qualitative approach, taking as starting point the interviews the teachers involved in research, in addition to the systematization of dialogical group meetings that focused on reading, writing, literacy and teacher training. The theoretical foundations of research support in Bakhtin (2003, 2006), Faraco (2009, 2010, 2012), Kleiman (2004, 2005, 2007), Morato (2004) Soares (2005, 2010, 2013), Rego (1995 ), Vygotsky (1996, 1998), among others. Among the study's findings highlight the language, language, literacy and literacy concepts are produced in particular how literacy teachers interact with the teacher do, considering her experiences as a mother tongue of users made in the course of their schooling stories. In this course, conceive of language as an object and means to knowledge. | en |
