Nas trilhas da memória: os caminhos do letramento na escola através das trajetórias de vida de professoras alfabetizadoras do PARFOR/UFRRJ.

Abstract

This research intends to investigate the permanences and ruptures in the trajectory of the school literacy through the life histories of teachers who were literate in the Baixada Fluminense of Rio de Janeiro who are managing their formations in the Pedagogy Course offered by the Federal Rural University of Rio de Janeiro January (UFRRJ) in the context of the National Plan for the Training of Basic Education Teachers (PARFOR). Understanding literacy as one of the main practices of school literacy, this research presents a survey of the clue listed from narratives produced on the memories of the literacy period and on the current practices in the classroom in order to evidence the permanences and ruptures in the conceptions and educational practices that aim at the appropriation of written language. The research is based on memory conception as understood by Halbwachs (1990) and Pollak (1989) made possible through language as a way of reconstituting the past. The Biographical Project Studio described by Delory-Momberger (2006), performed in pre-defined stages and pre-established thematic axes, is proposed by methodological procedure for the production of narratives and, analysis procedure of narratives, the paradigm proposed by Ginzburg (1989). As part of the conclusions presented, we have elaborated comparative tables that present the results of this research that we believe may contribute to the visualization of a specific part of the trajectory of school literacy through a perspective centered on the life histories, the memory and written of himself which materializes this.