This thesis investigated the literacy practices of a group of Somali refugee women participating in Canada’s federally‐funded ESL program LINC (Language Instruction for Newcomers to Canada). Assuming that many Somali women arrive in Canada with limited experience with print literacy, and so encounter novel challenges in their settlement and learning experiences, I interviewed 4 Somali women about their uses and perceptions of the value of literacy in their lives and their experiences of learning to read and write in Canada. A cross‐case analysis revealed how social forces constrain and enable the women’s literacy practices, shaping both how they access and use literacy, as well as the ways in which they understand and value literacy. Implications are outlined for ESL educators, researchers and policy makers.

This four-month case study explored the connections among language, literacy, and identity development of five African American women as they shared narratives within a beauty salon context. The questions that guided the study were: (a) What language and literacy practices are enacted in the beauty salon? (b) In what way do African American women narrate their experiences? (c) What stories are shared by African American women in the salon? (d) What are the effects on the listeners of the narratives shared in the salon? and (e) How are social and cultural identities (co)constructed and performed in the narratives? The narratives were analyzed using Reissman’s (2008) dialogic/performance analysis approach. The Identities in Practice framework applied, situated the work in relation to the four contexts for identity development (figured worlds, positionality, spaces for authoring, and making world through serious play) outlined in Holland, Lachicotte, Skinner, and Cain’s (2008). The findings supported previous findings that storytelling events and the use of narratives were the primary means for African American women sharing their lived experiences in the beauty salon. This corroborated with findings from Richardson (2003) and others focused on African American female language and literacy practices. Three themes emerged from the narrative data, which reflected challenges the women experience in their social, racial/cultural, and gendered conversations and experiences. Additionally, two focal participants’ narratives were examined to explore the ways identity was performed through their use of language in the narratives. The analysis indicated Kelly and Pam were strongly affiliated to social and cultural identities that included identities about motherhood, gender equity, and activists in the Black community. The importance of this research is to continue to explore the ways African American women build and shape their identities through language. Schools across the nation are neglecting the power and uses of language to build up the language and literacy resources of children that arrive to school with a history of oral traditions. Presenting school contexts as a space of authoring would undoubtedly create greater equity and access for others to learn about their lived experiences that make up a part of their educational experiences.

Στην παρούσα εργασία ερευνάται η οργάνωση και η λειτουργία της γωνιάς της βιβλιοθήκης ως τόπος εφαρμογής πρακτικών γραμματισμού, που συντελούν στη μετάβαση των παιδιών από τη φυσική γραμμή γλωσσικής ανάπτυξης στον επίσημο εκπαιδευτικό λόγο. Ως προς τη γλωσσική ανάπτυξή τους, τα παιδιά έρχονται στο νηπιαγωγείο με διαφοροποιήσεις στο επίπεδο φυσικού γραμματισμού –ανάλογα με τις πρακτικές οικογενειακού γραμματισμού στις οποίες συμμετείχαν. Η μετάβαση στο επίσημο εκπαιδευτικό πλαίσιο συμβάλλει στην επιτυχή σχολική –και αργότερα κοινωνική– εξέλιξη του παιδιού. Το νηπιαγωγείο αποτελεί το πρώτο δομημένο σχολικό περιβάλλον, που χρησιμοποιεί επίσημο εκπαιδευτικό λόγο. Η έρευνα μέσω ενός ειδικά κατασκευασμένου εργαλείου καταγράφει τον τρόπο οργάνωσης της γωνιάς της βιβλιοθήκης και τις δραστηριότητες που πραγματοποιούνται στα ελληνικά νηπιαγωγεία. Σκοπός είναι να αποτυπώσει εάν προωθούνται δραστηριότητες που συμβάλλουν στη μετάβαση των παιδιών στον επίσημο εκπαιδευτικό λόγο και εάν υποστηρίζεται και ενισχύεται η ενασχόληση των παιδιών με τα βιβλία. Τα δεδομένα της έρευνας αναλύονται στατιστικά και παρουσιάζονται αναλυτικά. Κατά την ανάλυση γίνεται προσπάθεια ανίχνευσης και συσχέτισης παραγόντων που επιδρούν θετικά ή αρνητικά στην οργάνωση και τη λειτουργία της συγκεκριμένης γωνιάς. / In this dissertation we explore the organization and the function of the “library corner” as a space for the application of literacy practices which contribute to the transition of the students from the natural sequence of their language development to the official discourse of the educational system. Regarding the language development, children enter the pre-school environment with different levels of physical literacy, depending on the family literacy practices in which they have been participating. The transition to the official educational environment contributes to school success – and later to the consequent social development of the student. The nursery school is the first structured educational environment where official educational discourse is used. Our study used a special developed research tool to record the organization of the “library corner” and the various activities that are implemented in a series of Greek nursery schools. Our aim is to inquiry whether the activities within the function of the corner are contributing to the aforementioned transition and whether the process is supporting and empowering students towards their further developmental involvement with books. Our findings are statistically analyzed and presented descriptively. The analysis tries to identify and correlate factors that may have a positive or a negative effect in the transitional functionality of the “library corner”.

Η προοδευτική στροφή των σχολικών προγραμμάτων έχει αναδείξει τη σημασία αξιοποίησης των κειμένων μαζικής κουλτούρας στη γλωσσική διδασκαλία (Alvermann et al. 1999˙ Stevens 2001˙ Morrell 2002). Στην παρούσα εργασία θα διερευνηθεί σε ποιο βαθμό μαθητές/τριες της Ε’ και ΣΤ’ Δημοτικού έχουν πρόσβαση σε μέσα (τηλεόραση, ραδιόφωνο, υπολογιστής κ.ά) τα οποία είναι φορείς κειμένων μαζικής κουλτούρας και σε ποιο βαθμό προτιμούν δραστηριότητες που εμπεριέχουν κείμενα μαζικής κουλτούρας (ακρόαση τραγουδιών, παρακολούθηση τηλεοπτικών προγραμμάτων, πλοήγηση στο διαδίκτυο, ανάγνωση εξωσχολικών εντύπων, παρακολούθηση θεατρικών παραστάσεων και κινηματογραφικών ταινιών). Παράλληλα, θα μελετηθεί αν και σε ποιο βαθμό οι προτιμήσεις των παιδιών επηρεάζονται από διάφορους κοινωνικούς παράγοντες, καθώς και αν σχετίζονται με τις σχολικές επιδόσεις του/της μαθητή/τριας στο γλωσσικό μάθημα. Επιπλέον, διερευνάται αν και σε ποιο βαθμό οι προτεινόμενες διδακτικές πρακτικές από το ισχύον αναλυτικό πρόγραμμα και το διδακτικό υλικό για το γλωσσικό μάθημα στο δημοτικό σχολείο αξιοποιούν και βρίσκονται σε αντιστοιχία με τις προτιμήσεις και τις καθημερινές εμπειρίες των μαθητών/τριών από τον ευρύτερο κοινωνικοπολιτισμικό τους χώρο. Τέλος, γίνεται σύγκριση των όσων καταδεικνύουν τα αποτελέσματα της έρευνάς μας με τις ισχύουσες διδακτικές πρακτικές στην Ελλάδα, όπως περιγράφονται σε σχετικές έρευνες. H συλλογή των δεδομένων πραγματοποιήθηκε με τη συμπλήρωση ερωτηματολογίων από τους/τις μαθητές/τριες. Η έρευνα διεξήχθη σε πέντε δημόσια σχολεία του νομού Αχαΐας, τα οποία λειτουργούν σε περιοχές με διαφορετικό κοινωνικό επίπεδο. Σύμφωνα με τα αποτελέσματα, τα παιδιά της Ε’ και ΣΤ’ Δημοτικού φαίνεται να δίνουν ιδιαίτερη έμφαση στην οπτική και ακουστική διάσταση των κειμένων μαζικής κουλτούρας. Φαίνεται να προτιμούν λιγότερο τα έντυπα κείμενα μαζικής κουλτούρας, τα οποία έχουν τη δυνατότητα να συνδυάζουν μόνο τον γραπτό λόγο και την εικόνα, ενώ υπάρχει η τάση να προτιμούν τραγούδια και κείμενα της τηλεοπτικής μαζικής κουλτούρας, τα οποία έχουν τη δυνατότητα να συνδυάζουν σύγχρονους σημειωτικούς τρόπους της ψηφιακής τεχνολογίας, όπως εικόνα, κίνηση και ήχο. Το γεγονός αυτό μας οδηγεί στο συμπέρασμα ότι ανάμεσα στο ισχύον διδακτικό υλικό και τις εξωσχολικές πρακτικές γραμματισμού των παιδιών υπάρχει μια σημαντική αναντιστοιχία (Luke 2004). / -

Magister Artium - MA (Linguistics, Language and Communication) / Despite the spread of digital communication technologies and the integration of mobile phones into everyday life, young children's literacy practices are changing rapidly, and schools are struggling to address the potential of these digital communication technologies for learning. Mobile phones are currently a key consumer item, an image of social capital, and they initiate their users into a portable web of numerous applications including those literacy related. Much research has been done on children's relationship with digital technologies and the implications of this for their literacy learning and education in general, but there is almost no research on this in the global south, and almost none in South Africa. Filling this gap is crucial given the crisis in South Africa in basic education. The main aim for this research is to establish the kinds of digital technology and information systems affordances (internet facilities, tablets, books, magazines, newspapers, radios, TVs, video and computer games, etc.) in the homes of the selected children to explore how these digital technologies and information system affordances could be used to enhance the academic literacy development of 12- to 15-year-old children in informal settlements or townships in Cape Town.

Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2018-01-04T14:54:54Z No. of bitstreams: 1 ZULEIDE PEREIRA DOS SANTOS - DISSERTAÇÃO PROFLETRAS 2015.pdf: 29868609 bytes, checksum: 134c719aa7b7df9f92972217020d5cba (MD5) / Made available in DSpace on 2018-01-04T14:54:54Z (GMT). No. of bitstreams: 1 ZULEIDE PEREIRA DOS SANTOS - DISSERTAÇÃO PROFLETRAS 2015.pdf: 29868609 bytes, checksum: 134c719aa7b7df9f92972217020d5cba (MD5) Previous issue date: 2015-07-22 / Capes / O presente trabalho apresenta resultados de uma pesquisa desenvolvida com quatro professoras alfabetizadoras do município de Boa Ventura – PB, que atuam no pacto pela alfabetização da idade certa (PNAIC). O objetivo desta é investigar por que o professor alfabetizador encontra dificuldades em se apropriar das teorias que embasam os princípios e materiais de formação do PNAIC. Para isso, com vistas à fundamentação da pesquisa, utilizou-se principalmente os postulados de Keliman (2005), Bortoni - Ricardo (2006), Rojo (2009), Cagliari (2009), Soares (2009, 2013), Tfouni (2010), Ferreiro e Teberosky (1999), Morais (2012), Ferrante (2007), Capovilla e Capovilla (2000). No que diz respeito à análise dos dados, esta desenvolveu-se através de uma pesquisa de campo e documento no âmbito de uma abordagem qualitativa, ao considerar o resultado do questionário aplicado às professoras, bem como testemunhos do grupo focal e das análises dos componentes curriculares de seis Cursos de Pedagogia. Como resultados, conclui-se que, grande parte dos professores alfabetizadores necessita de um aprofundamento em estudos lingüísticos, que lhes dê subsídios para compreender os conteúdos lingüísticos da formação do PNAIC como para uma atuação consciente e eficiente no ciclo de alfabetização, uma vez que os cursos de pedagogia, mesmo dedicando-se à formação de alfabetizadores, não contemplam em seus currículos disciplinas especificas de lingüística teórica que dêem suporte a pratica docente, tendo em vista que todos os procedimentos para o processo de alfabetização envolvem os métodos de análise lingüísticos. Esses resultados apontaram para a elaboração de uma proposta de intervenção que consiste em um curso de extensão em teorias linguísticas que dê respaldo á pratica docente a ser aplicado junto aos professores alfabetizadores do Município de Boa Ventura - PB. / The present work presents results of a research developed with four literacy teachers from the municipality of Boa Ventura - PB, who work in the pact for literacy of the right age (PNAIC). The purpose of this study is to investigate why the literacy teacher encounters difficulties in appropriating theories that underlie the principles and training materials of the PNAIC. In order to do so, the postulates of Keliman (2005), Bortoni - Ricardo (2006), Rojo (2009), Cagliari (2009), Soares (2009, 2013), Tfouni (2010) , Ferreiro and Teberosky (1999), Morais (2012), Ferrante (2007), Capovilla and Capovilla (2000). As far as data analysis is concerned, it has been developed through a field research and document within a qualitative approach, when considering the result of the questionnaire applied to teachers, as well as testimonies of the focus group and analyzes of the curricular components of six Pedagogy Courses. As a result, it is concluded that most literacy teachers need a deepening of linguistic studies, which will allow them to understand the linguistic contents of the PNAIC formation, as well as a conscious and efficient performance in the literacy cycle, since pedagogical courses, even dedicated to the training of literacy teachers, do not include in their curricula specific subjects of theoretical linguistics that give support to the teaching practice, considering that all the procedures for the literacy process involve the methods of linguistic analysis. These results pointed to the elaboration of a proposal of intervention that consists of a course of extension in linguistic theories that gives support to the teaching practice to be applied next to the literacy teachers of the Municipality of Boa Ventura - PB.

abstract: This study examines ninth graders’ negotiation of meaning with one canonical work, Romeo and Juliet. The study’s sample was 88% Latino at a Title I high school. The study adopts a sociocultural view of literacy and learning. I employed ethnographic methods (participant observation, data collection, interviews, and focus groups) to investigate the teacher’s instructional approaches and the literacy practices used while teaching the canonical work. With a focus on students’ interpretations, I examined what they said and wrote about Romeo and Juliet. One finding was that the teacher employed instructional approaches that facilitated literacy practices that allowed students to draw on their cultural backgrounds, personal lived experiences, and values as they engaged with Romeo and Juliet. As instructional approaches and literacy practices became routine, students formed a community of learners. Because the teacher allowed students to discuss their ideas before, during, and after reading, students were provided with multiple perspectives to think about as they read and negotiated meaning. A second finding was that students drew on their personal lived experiences, backgrounds, and values as they made sense and negotiated the meaning of Romeo and Juliet’s plot and characters. Although the text’s meaning was not always obvious to students, in their work they showed their growing awareness that multiple interpretations were welcomed and important in the teacher’s classroom. Through the unit, students came to recognize that their own and their peers’ understandings, negotiations, and interpretations of the canonical work were informed by a variety of complex factors. Students came to find relevance in the text’s themes and characters to their experiences as adolescents. The study’s findings point to the importance of allowing students to draw from their cultural backgrounds and experiences as they negotiate meaning with texts, specifically canonical ones, and to welcome and encourage multiple meanings in the English classroom. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2018-03-21T21:02:55Z No. of bitstreams: 1 DISS_2015_Andrea Cristina Nassar de Aquino.pdf: 3911591 bytes, checksum: c75c68bb2ee09aa64063be58a0a68392 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-04-10T19:44:48Z (GMT) No. of bitstreams: 1 DISS_2015_Andrea Cristina Nassar de Aquino.pdf: 3911591 bytes, checksum: c75c68bb2ee09aa64063be58a0a68392 (MD5) / Made available in DSpace on 2018-04-10T19:44:49Z (GMT). No. of bitstreams: 1 DISS_2015_Andrea Cristina Nassar de Aquino.pdf: 3911591 bytes, checksum: c75c68bb2ee09aa64063be58a0a68392 (MD5) Previous issue date: 2015-03-24 / Esta pesquisa, realizada no interior do Grupo de Pesquisa Alfabetização e Letramento Escolar (ALFALE), tem como objetivo principal analisar catorze cadernos de planejamento de uma professora alfabetizadora, utilizados entre 2000 e 2013, com vistas a identificar permanências e mudanças nas práticas pedagógicas iniciais de alfabetização. A investigação se situa numa perspectiva da História Cultural uma vez que, para essa perspectiva, objetos comuns também guardam consigo características ou registros de uma época que se transformam em ricas fontes históricas, e que o estudo do passado, através dessas fontes, nos possibilita refletir sobre a nossa própria realidade e sobre a realidade do mundo que nos cerca. Na história da educação, a busca por estes arquivos está sendo cada vez mais frequente nas últimas décadas. Essa abordagem de interrogar e analisar o “como fazer”, consolidou um território profícuo para pesquisar como a cultura e os saberes se constroem no interior das escolas, e também como as pessoas absorvem e produzem essa cultura. Para fundamentar este trabalho, foram utilizados autores como Le Goff (1996), Chartier (2000), Mignot (2008), Gvirtz (1999), entre outros. Os cadernos escolares são fontes documentais que geram informações sobre o cotidiano escolar e sobre o processo de ensino-aprendizagem. Embora haja diferentes modelos e formas de uso, os cadernos são importantes documentos que se entrecruzam com a história da educação, podem trazer a riqueza de uma história arquivada entre as páginas que revelam as práticas pedagógicas da professora ao longo do tempo. Conduzimos a investigação para a reconstrução desse processo com uma análise acerca das próprias fontes e com a realização de depoimentos orais pela professora. Houve, também, um olhar sobre cadernos e folhas avulsas de seus alunos, na intenção de proporcionar maior enriquecimento dos dados das fontes. A análise se pautou nas seguintes categorias: a) Elementos paratextuais; b) Estrutura organizacional dos planejamentos; c) Contação de história e/ ou leitura de histórias; d) Interdisciplinaridade como opção metodológica; e) Atividades de leitura e escrita; f) O trabalho com diferentes gêneros textuais. Os resultados evidenciam, por um lado, a importância das fontes pesquisadas, os cadernos de planejamento, mostrando como, nestes registros, pode-se ler vários aspectos da cultura escolar e, assim, oferecendo-nos a oportunidade de conhecer um pouco da prática pedagógica dos autores desses manuscritos. Por outro lado, comprovaram que ocorreram mudanças na forma de trabalhar a língua materna, sendo que a professora investigada atribuiu, a cada ano, uma importância maior ao processo de alfabetização, entendido por ela como apropriação do sistema de escrita alfabética, por meio da intensificação na quantidade de tarefas e trabalho de forma interdisciplinar, promovendo, assim, o letramento. Segundo a professora, esses resultados foram obtidos com a formação contínua de professores no decorrer da sua carreira. Foram observadas algumas permanências, mas as mudanças foram em maior quantidade, considerando as categorias que elegemos para analisar. / This survey, conducted within the Literacy and Literacy School Research Group (ALFALE), aims to analyze fourteen books planning a literacy teacher, used between 2000 and 2013, in order to identify continuities and changes in initial pedagogical practices literacy. The investigation is located in a perspective of Cultural History since, to this perspective, common objects can also keep records or features of an era that become rich historical sources, and that the study of the past, from such sources, enables us to reflect about our own reality and the reality of the world around us. In the history of education, the search for these files is being increasingly used in recent decades. This approach to question and analyze the "how to" consolidated a fruitful area for research as culture and knowledge are built within schools, and also how people absorb and produce this crop. To support this work, the authors were used as Le Goff (1996) Chartier (2000), Mignot (2008), Gvirtz (1999), among others. The school notebooks are documentary sources that generate information about the daily school and the teaching-learning process. Although there are different models and usage, notebooks are important documents that are interwoven with the history of education, can bring the richness of a story filed between pages that reveal the pedagogical practices of the teacher over time. We conduct research for the reconstruction of this process with an analysis of their sources and the holding of oral testimony by the teacher. There was also a look at notebooks and loose sheets of his students in an attempt to provide greater enrichment of data sources.The analysis was based on the following categories: or) paratextuals elements; b) Organizational structure of the planning; c) storytelling and / or reading stories; d) Interdisciplinarity as a methodological option; e) reading and writing activities; f) Work with different genres. The results show, first, the importance researched sources, the contract planning, showing how these records, you can read various aspects of school culture and thus offering us the opportunity to meet some of the pedagogical practice the authors of these manuscripts. On the other hand, proved that there were changes in the way work the mother tongue, and the teacher investigated awarded each year, more importance to the literacy process, understood by her as ownership of the alphabetic writing system, through enhanced the amount of tasks and work in an interdisciplinary manner, thus promoting literacy. According to her, these results were obtained with the training of teachers in the course of his career. Some constants were observed, but the changes were in greater quantity, considering the categories we choose toanalyze.

The following study, developed in the Education Master s Degree course, is part of the researching field of Curriculum, Teaching and School Practices aims at comprehending the pedagogical mediations practiced in literacy classes, from the understanding of the theoretical conceptions that surround such practice. The context in which the research was conducted is an elementary school context, which integrates the Municipal Teaching System of Santa Maria- RS; such school is located at the margin of the city. The subjects who took part and were involved in the research were two elementary school teachers involved in literacy and their groups, where observations on the pedagogical mediations took place. An ethnographical study was done based upon authors like. Ludke & André (1986), Altet (2000), Bogdan (1986), Bolzan (2001), Engers (1994) e Werstsch (1995); and the data was collected from the direct observation of the 1st grade groups activities, of semi-structured and open interviews with the groups teachers, and the study of the school Political Pedagogical Project, as well as its regulations. The research results enabled some comprehension on the pedagogical mediations practiced by the literacy teachers in different situations of the classroom environment. Throughout the analysis, it was highlighted, categories that illustrate such process. These categories were presented as: reflected pedagogical mediations, quotidian pedagogical mediations and improvised pedagogical mediations. It was perceived, although, that the quotidian mediations were strongly present in the participant teachers teaching literacy practices. In the conducted analysis, it is possible to affirm that the found pedagogical mediations focus on the types of intervention in which the teacher will be able or not to think about the action, will be able or not to previously plan, will organize the school work and reflect upon his/her mediation on the students learning process. The teacher has the responsibility of retaking his/her ideas and conceptions from his/her reflection over the action and reaction. / O estudo desenvolvido no curso de Pós-Graduação Mestrado em Educação insere-se na linha de Pesquisa Currículo, Ensino e Práticas Escolares e teve como finalidade a compreensão a respeito das mediações pedagógicas praticadas em classes de alfabetização, a partir do entendimento sobre as concepções teóricas que permearam essa prática. O contexto no qual foi realizada a pesquisa é uma escola pública de Ensino Fundamental, que integra o sistema Municipal de Ensino de Santa Maria-RS, a mesma está localizada na zona periférica da cidade. Os sujeitos participantes e envolvidos na pesquisa foram à equipe diretiva, duas professoras alfabetizadoras e os alunos das respectivas turmas de 1ª série da escola acima mencionada. Para analisar e compreender as concepções teóricas e as mediações pedagógicas das professoras alfabetizadoras participantes da pesquisa, foram realizadas e propostas pela pesquisadora as seguintes atividades: observação direta nas turmas de 1ª série, entrevistas semi-estruturadas e questionamentos com as professoras regentes das turmas e pesquisa no Projeto Político Pedagógico da escola, bem como, no seu regimento, com a finalidade de levantar dados importantes para o estudo. Os achados da pesquisa permitiram uma compreensão das mediações pedagógicas das professoras alfabetizadoras em diferentes situações no cotidiano de sala de aula. Portanto, evidenciou-se na análise dos achados e pela categorização das mediações pedagógicas das professoras, que elas ora apresentam mediações pedagógicas refletidas, ora apresentam mediações pedagógicas cotidianas e mediações pedagógicas que podem ser consideradas como improvisadas. Percebeu-se no entanto, que as mediações cotidianas são fortemente evidenciadas nas práticas alfabetizadoras das professoras participantes do estudo.

Made available in DSpace on 2016-06-02T19:39:17Z (GMT). No. of bitstreams: 1 3507.pdf: 3375165 bytes, checksum: ce7b18f9a1eed52e19f7a367372610cf (MD5) Previous issue date: 2011-02-11 / Faced with an educational overview that reveals, in many instances, school failure through poor outcomes related to public education, the present research seeks to enrich the analysis of elements related to the teaching work from the understanding of a pedagogical practice that promotes the achievement of students in the initial stage of schooling. In this sense, the research was guided from the following question: How does a literacy teacher considered successful build its daily practice? To answer this question, it was defined as the main objective to describe and analyze the professional development of a literacy teacher considered successful and the building of its everyday teaching practices. Considering these aspects, we chose to develop a qualitative approach, and as instruments of data collection it was used participant observation and semi-structured interview, plus the contribution of the approach that deals with the teacher s life story. The choice of a literacy teacher considered successful was made from a process of reflection and research, and the criteria for defining the research subject was based on prior knowledge of the researcher, official information provided by the State Department of Education - São Paulo, related to student achievement in the evaluation of SARESP2, by appointing the director and also by the recognition among their pairs. The research took place in the second year s class of the chosen teacher, situated in a public school in São Paulo. Seeking to contextualize the questions raised by this study, we used the theoretical contributions of several authors on the current landscape of research on teaching, relating it to the conception that teachers construct knowledge about their work and that recognition of this perspective indicates progress toward overcoming the dilemmas arising from the complexity of the teaching profession. It was also proposed some reflections on the landscape of the researches that deal with literacy, in particular successful practices, also exploring issues about the literacy teacher education. Furthermore, it approaches the subject of methods used in working with literacy, clarifying issues surrounding the constructivist approach in this context. The data from the analysis were grouped into two dimensions: the story of life and training and literacy practices. Based on the results of that work, it is concluded that the study of teacher knowledge, knowledge base and professional development of teachers enables the clarification of the experiences built throughout the history of training and in everyday classroom are rich source of practical knowledge, teachers resulting from reflections on several occasions made available by the educational intervention, both at school and elsewhere. The successful practices constructed by the teacher investigated are the result of a complex process of development and professional performance that reflects a mix of objective questions (classroom, teaching resources, physical space, among others) and subjective explained by personal characteristics and training of teaching throughout the analysis presented here. In fact, although the context and external factors may influence the learning process, the results show that the practices of literacy are crucial for students to be encouraged, and achieve success in reading and writing, even though each take ownership of knowledge in unique ways. / Diante de um panorama educacional que revela, em muitos momentos, o insucesso escolar por meio de resultados insatisfatórios relacionados com o ensino público, buscou-se com a presente pesquisa enriquecer a análise dos elementos relacionados com o trabalho docente a partir da compreensão de uma prática pedagógica que favorece o sucesso escolar dos alunos na etapa inicial da escolarização. Neste sentido, a pesquisa orientou-se a partir da seguinte questão: Como uma professora alfabetizadora considerada bem-sucedida constrói sua prática pedagógica cotidiana? Para atender a esse questionamento, definiu-se como objetivo principal descrever e analisar o desenvolvimento profissional de uma professora alfabetizadora considerada bem-sucedida e a construção de suas práticas pedagógicas cotidianas. Tendo em vista esses aspectos, optou-se por desenvolver uma pesquisa de abordagem qualitativa e como instrumentos de coleta de dados fez-se uso da observação participante e da entrevista semi-estruturada, além da contribuição da abordagem autobiográfica. A escolha da professora alfabetizadora considerada bem-sucedida foi possível a partir de um processo de reflexões e buscas, sendo que os critérios para a definição do sujeito da pesquisa pautaram-se em conhecimento anterior da pesquisadora, informações oficiais oferecidas pela Secretaria Estadual de Educação São Paulo, relacionadas com o aproveitamento dos alunos na avaliação do SARESP1, por meio da indicação do diretor e também pelo reconhecimento entre os seus pares. O universo da pesquisa constituiu-se na classe do 2º ano da professora escolhida, situada em uma escola pública do interior paulista. Visando contextualizar as questões propostas por esse estudo, foram utilizadas contribuições teóricas de vários autores sobre o panorama atual de pesquisas sobre a docência, relacionando com a concepção de que os professores constroem conhecimento sobre o seu trabalho e que o reconhecimento dessa perspectiva sinaliza avanços para a superação dos dilemas resultantes da complexidade da profissão docente. Propuseram-se também algumas reflexões sobre o cenário das pesquisas que trata da alfabetização, em específico de práticas bem-sucedidas, explorando também questões sobre a formação do professor alfabetizador. Além disso, aborda-se a temática dos métodos utilizados no trabalho com alfabetização, elucidando apontamentos em torno da abordagem construtivista neste contexto. Os dados oriundos das análises foram agrupados em duas dimensões: a história de vida e formação e práticas de alfabetização. Com base nos resultados do referido trabalho, conclui-se que o estudo dos saberes docentes, da base de conhecimento e do desenvolvimento profissional dos professores possibilita o esclarecimento de que as experiências construídas ao longo da história de formação e no cotidiano da sala de aula são ricas fontes de saberes práticos, resultantes das reflexões docentes realizadas em diversas ocasiões disponibilizadas pela intervenção pedagógica, tanto no espaço escolar como fora dele. As práticas bem-sucedidas construídas pela professora investigada são resultado de um processo complexo de desenvolvimento e atuação profissional que traduz um misto de questões objetivas (sala de aula, recursos didáticos, espaço físico, entre outros) e subjetivas explicitadas pelas características pessoais e de formação da docente ao longo das análises aqui apresentadas. De fato, ainda que o contexto e os fatores externos possam influenciar no processo de aprendizagem, os resultados apresentados evidenciam que as práticas da alfabetizadora são fundamentais para que os alunos sejam favorecidos e alcancem sucesso no aprendizado da leitura e da escrita, ainda que cada um se aproprie do conhecimento de maneira peculiar.