História e ofício de alfabetizadoras : Ituiutaba 1931 - 1961

Abstract

This research it s in the discussion field of the literacy processes and training of teachers, clarifying issues relating to knowledge and practice of teachers in the city of Ituiutaba - MG, Brazil, during the period from 1931 to 1961. This is a qualitative research, which use the methodological approach in the form of the Oral History Focus. Thus, through interviews with three teachers, who acted in the starting series in public schools, located in urban and rural areas of the city territories, trying to unveil and to understand their stories as teachers inserted in a historical context and the history of their teacher training. Through the narratives, this study could have access to the voices of those subjects who experienced the problem of literacy in a period marked by many social, economic and cultural transformations. The oral narratives were recorded, transcribed and put in the text form, with the goal of producing a reflection about the knowledge and practices deployed by those teachers during the processe of alphabetization literacy. The study showed that the recovery of knowledge and practices developed by the teachers and the analysis of this ideas and knowledge underlying them, emphasize the important role played by them in the process of alphabetization and reinforce the need to consider alphabetization as a dynamic process that involves the mobilization, construction and reconstruction of various knowledge through the long life training of teachers. In their narratives, the teachers demonstrated the commitment to knowledge and practices of alphabetization in the school culture prevailed at their time. I conclude that, during the occupation, the experiences lived by teachers, the process of teachers training, the contact with texts, or with their peers, have essencial knowledge to the process of alphabetization. Although, they all had in common the same purpose and use, at times, the same methodology of alphabetization, each one formed their own strategies, giving identity to their teaching work.