Banca de QUALIFICAÇÃO: LUANA DA SILVA TEIXEIRA

NEXT STOP PARKINHO: WHAT DOES IT MEAN TO BE A LITERACY TEACHER?

Literacy; Literature; Memory; Being-with.

In this paper we embark on a journey through the time of being and letting oneself become a literacy teacher. Guided by a train that travels under an off-the-rails script, this investigation awakens memories of a teacher who, in the present of events common to the school environment, found herself between the past and the future and, at the same time, with the question that drives this research: what is it to be a literacy teacher? The path that this question opens up for us revolves around thinking about being-in-the-world, which is always being-with. In order to think in depth about this issue, we have gone through stations that take place in the pages of literary books and between the lines of poems, among other writings, which are real encounters between the teacher-researcher and her peers, students, teachers, writers, characters and great thinkers on the themes dealt with in this research. Of which we highlight: Heidegger (2015), on the question of being; Halbwachs (1990), on memory; Soares (2020), on literacy and literacy; Todorov (2009) on literature. In this way, this research has phenomenology as its methodological procedure, which is the basis of the memorial dimension of this research that materializes with and in literature.