A tapeçaria da história das práticas escolares: narrativas de professoras alfabetizadoras aposentadas na cidade de Fortaleza

Abstract

This research aims to apprehend the history of literacy practices of retired teachers who started their careers between 1960 and 1970 in the public network of the city of Fortaleza. The theoretical framework was guided by the intersection of memory-old age by Ecléa Bosi (2012) in the historiographical work of life stories, by the concepts of memory by Jacques Le Goff (2013) and narrative by Jerome Bruner (2001), by the conception of approaches autobiographies and teaching identity by António Nóvoa (2007) and DeloryMomberger (2008), as well as other authors and researchers in the History of Education. This perspective allowed us to glimpse, through the narratives, the history of teaching practices of those who dedicated themselves to teaching children's literacy. The aforementioned work, with a qualitative approach, was developed in three stages, consisting of: theoretical-methodological study on the themes of historiography, memory, narrative, self-writing, life history, identity and teacher training; semi-structured interviews with four retired teachers, and, finally, elaboration of the narrative text about the history of each one of the protagonists, based on the analysis, identification, review and cataloging of reminiscences. With all the above, it was possible to understand how the teachers learned and how they taught, to understand the literacy practices developed by them throughout their teaching in the second half of the 20th century and to unveil the meaning of the teaching profession, making it possible, then, to contribute with the academic community in the process of discovering its identity.