Narrativas de vida de professores alfabetizadores no Quilombo Kalunga-GO: entre memórias, experiências e saberes.

Abstract

This paper seeks to analyze the reading and writing memories of literacy teachers who work in quilombola schools, in order to understand how personal experiences influence their pedagogical practices and mediation in the literacy process. The research was based on a qualitative approach, grounded in auto/biographical methods. The participants were three literacy teachers from the Central-West region, in the state of Goiás. The theoretical framework drew on the works of Abrahão (2003), Arruti (2017), Barbosa (2023), Denzin (2006), Frade (2003, 2005), Kleiman (2007), Marcuschi (2008), Soares (2004), Martins (2000), Freire (2001), Pollak (1989), among others. Data were produced through face-to-face narrative interviews, using a semi-structured script and a mobile phone voice recorder. The findings indicate that, for the literacy and reading process to be successfully achieved, it is essential that the teacher must have solid professional experience and, throughout their careers, transform emerging challenges into effective pedagogical practices.