Letramento e autoria profissionais docentes: mobilizações de saberes e fazeres em contexto de formação continuada decolonial nos anos iniciais do Ensino Fundamental

Abstract

This qualitative-interpretive research, of ethnographic and collaborative type, started with the following problem-question: To what extent does the "Sociocultural Practices, Languages, and Teaching and Learning Processes in Teacher Training" project (IEMCI/UFPA), hereafter referred to as "Sociocultural Practices," contribute to teacher professional literacy and authorship, and the implementation of decolonial practices in the classroom? To answer this question, we followed three teachers from the early years of Elementary Education from September 2020 to April 2022, in continuous training, within the Research Project "Sociocultural Practices" (IEMCI/UFPA), as well as in their professional contexts. Our general aim was to reflect on the mobilization of teachers' knowledge and actions in continuous training using a decolonial approach, based on the "Sociocultural Practices" Research Project (IEMCI/UFPA) and within a professional context. Specifically, we aimed to: a) identify the theoretical-methodological references of teachers working in the early years concerning oral language actions, reading, and writing; b) describe short courses implemented in the "Sociocultural Practices" project, as an extension of continuous training for professional literacy and authorship and for a decolonial practice; c) characterize the specificities of teacher professional literacy, authorship, and decoloniality in teaching practices after continuous training events. The sociocultural and ethnographic approach of Literacy Studies (STREET, 2014; KLEIMAN, 2005; FREIRE, 2013; 2017), the dialogical perspective of language (BAKHTIN, 2011 [1979]; VOLÓCHINOV, 2018 [1929]), and Decolonial Studies (LANDER, 2005; QUIJANO, 2005; MIGNOLO, 2005; WALSH, 2009; MOTA NETO, 2015) make up the theoretical-methodological framework of this investigation. As criteria for analysis, we guided the concepts of teacher professional literacy and authorship, and decoloniality, from the categories: ethical responsibility (BAKHTIN, 2011[1979]), conceptions of knowledge (TARDIF, 2014), and decoloniality of power, knowledge, and being (QUIJANO, 2005; LANDER, 2005; MIGNOLO, 2005). The results indicate that the professional literacy and authorship of the investigated teachers resonate in: ethical responsibility, consideration of others, class as a responsible political act, assumption of theory and practice, awareness of incompleteness, active responsive attitude, consciousness of teaching action, refraction of cultural identity in class, intersection of knowledge, evaluation and reformulation, estrangement of teaching action, awareness of change, reconfiguration of practice, unconscious teaching action, ethical commitment. Regarding decoloniality, teachers show traits of assuming cultural knowledge, promoting student co-authorship, confronting impositions, breaking away from the teacher-transmitter and student-receiver model, creative pedagogical alternatives, breaking away from hegemonic knowledge, demystifying knowledge, materiality of knowledge, interdisciplinary pedagogical practice, class innovation, uniqueness of knowledge, consideration of student discourse, awareness of knowledge built from a regional perspective, otherness, and promoting student engagement.