Teacher's writings: a contribution to teacher's training

This paper presents the analysis of texts written by female teachers from public schools at the end of a continuing education course at a public University. These teachers were exposed for a semester to scientific knowledge on teaching to read and write, literacy, and different teacher's training models. They wrote about their own professional trajectories and experiences. A discourse analysis allowed us to relate their professional knowledge to their position in the teachers' training field. Important differences were observed between the speeches of two groups of teachers: Those who work as coordinators or in-service teacher trainers and those who are actually teaching classes to students. In the latter group, papers reveal a clear sense of impossibility of access to certain positions in the literacy field. If presented to the authors, the results of this discourse analysis could be a formative experience, turning teachers more receptive to productive pedagogic practices to teach language in their schools.

Teacher's training; Writing; Discourse; Teacher's knowledge


Centro de Estudos Educação e Sociedade - Cedes Av. Berttrand Russel, 801 - Fac. de Educação - Anexo II - 1 andar - sala 2, CEP: 13083-865, +55 12 99162 5609, Fone / Fax: + 55 19 3521-6710 / 6708 - Campinas - SP - Brazil
E-mail: revistas.cedes@linceu.com.br