Para uma educa o outra: forma o permanente, pistas e indícios a partir de fotografias docentes

For other education:continuing education, clues and signs from photographs teachersAbstractThis text aligned some reflections on teacher training having as backgroundthe notion of teacher-researcher (ZACCUR & ESTEBAN, 2002). In the discussionengendered, we favor the teachers’ photographs (HELAL, 2011) - picturesthat teachers produce of their own practice. In this sense, the research socializedhere has as main objectives: i) investigate literacy knowledge andpractices through teachers’ photographs narrated in different areas of training,ii) identify if the process of shooting teaching / literacy practice contributes to theformation of teacher as a researcher of his own practice. The theory-epistemologicaland political option assumed in this research fits in the perspective of narrativeinvestigacion (CONNELY & CLANDININ, 1995) and studies with the everydaylife (GARCIA, 2003; ALVES & OLIVEIRA, 2002). From the reading ofimages, referenced in the evidentiary paradigm (GINZBURG, 1989), we discussprospects of literacy potentiated in the class everyday life. In our investigative action,pictures produced by teachers and socialized by them have contributed to thedesinvizibilition of knowledge and practices of literacy; it also allows the teacherthink and visit his own the practice again. Moreover, these teacher picturesshow the complexity that constitutes the research way, opening up possibilities forthinking of other ways to do research with the everyday life, reading files, talkingto them and their authors at the same time in wich we are co-involved with trainingand teaching spaces.