The literacy teachers formation

Abstract

The current article is related to the research done during the Doctorate degree that had as main objective to identify and analyse factors that stipulate conditions, impact and intervene in the theoretical-methodological choices in the literacy teacher´s practices. So, an ethnographic character research was done with three literacy teachers, two from a city in the north of Santa Catarina/Brasil and one from the District of Porto/Portugal (in the Phd “Sandwich” process). Some thoughts about the constitution of the teacher “being” and the formation process of the research subjects starting from the analysis of research parts are presented. The conclusion is that the processes of teachers formation (formalized and not formalized) must be evaluated in their multiple determinations. It was inferred that the constitution of the teacher’s professional part deserves a closer look from the sciences related to education.