“Sociedades dos amores” : histórias de uma turma em alfabetização e uma alfabetizadora em devir

Abstract

This dissertation is the result of the Master's Research Project developed in the Post-Graduate Program in Education of the Federal University of Mato Grosso, University Campus of Rondonópolis (PPGEdu/UFMT/CUR), in the Line of Research Childhood, Youth and Contemporary Culture: rights, policies and diversity. The project aimed to investigate literacy and literacy practices, based on the author's experiences as a teacher in the literacy cycle between 2018 and 2020, in a public school in Rondonópolis, Mato Grosso. The justification of this research is due to the fact that the researcher had already been a teacher at other levels of teaching, however, when she came across literacy she felt unprepared to teach and to deal with the relationships intrinsic to this process, not only because of her lack of experience, but because there is a traditional model of literacy and literacy teacher. From the philosophical contributions of Deleuze and Guatarri (2012), from the questions of alphaliteracy of the educator Magda Soares (2016; 1998). and education and sensitivity of Marcos Ferreira-Santos and Rogério de Almeida (2019; 2020), this paper describes and discusses experiences of reading and writing practices from a minor point of view, having as its central point literacy and literacy as vectors that create worlds and policies of transcreation of realities. From the partial results observed, it is perceived that becoming a literacy teacher and developing reading and writing skills happen in the same movement, from different lines, crossings, and affections in acts of creation and transcreation. This research may be of interest to teachers and beginning teachers who face insecurity and challenges at the beginning of their careers, but also teachers who are interested in working in a transdisciplinary, aesthetic and sensitive way, also understanding educational practice as ethics.