Aprendizagens docentes e vivências formativas: a bidocência na alfabetização em Teutônia/RS

• Ano de defesa: 2025
• Autor(a) principal: Braun, Jordana Rex
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Vivências formativas; Aprendizagens docentes; Bidocência; Docência alfabetizadora; Formative experiences; Teacher learning; Co-teaching; Literacy teaching; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/38723

This study is part of the research line “Teaching, Knowledge, and Professional Development” in the Graduate Program in Education at the Federal University of Santa Maria/RS. It aims to explore the impact of formative experiences on teacher learning among Literacy Cycle teachers in the municipal schools of Teutônia/RS, with a focus on literacy instruction. These experiences were particularly significant during and after the Emergency Remote Teaching (ERT) period caused by the COVID-19 pandemic, which influenced teachers’ professional practices and ways of being. The research addresses the following question: how do formative experiences, from the perspective of co-teaching, shape teacher learning in the Literacy Cycle of Teutônia’s municipal schools? The study draws on the theoretical-methodological frameworks of Bolzan (2001; 2007), Imbernón (2009; 2010; 2011), Freire (1989; 1996), and Ferreiro (2011), alongside legal frameworks and studies on formative experiences and their role in teacher development. Using a qualitative sociocultural narrative approach, we conducted exploratory questionnaires and narrative interviews with literacy teachers from five municipal schools. The aim was to understand pedagogical practices in literacy classes and the Alfabetiza Teutônia project, highlighting formative experiences in co-teaching and their impact on teacher learning. Findings reveal that teachers draw on diverse strategies in response to the challenges of literacy teaching. Teacher learning emerges through daily professional experiences, shaped by both challenges and opportunities. During ERT, digital technologies provided new avenues for teaching and learning, while previously internalized strategies offered stability amid uncertainty. Co-teaching proves to be a valuable approach for sharing knowledge and enhancing practice, though organizational constraints and teacher profile factors present ongoing challenges. Literacy teaching, therefore, holds significant potential, particularly when formative experiences are continuously (re)constructed in daily practice, forming the fabric of teacher learning.