Banca de DEFESA: Malua Mateus Adany

Formation and performance of the literacy teacher in Mozambique: narratives and practices regarding the teaching of reading and writing in the 1st cycle (Master's Qualification Project).

Education; Training of Literacy Teachers; Conceptions and practices of teaching reading and writing.

This study aims to analyze the formation teacher to act in the literacy of children, in the province of Tete, in Mozambique, and its impacts on didacticization of teaching reading and writing in classes beginning of primary/fundamental education. theoretically, the research is anchored in authors, such as: Morais (2012); Soares (2020) for the debate around the literacy and literacy fields; Agibo; Whip (2015); Ajoque (2021); Bastos and Neves (2018); Duarte, Bastos and Neves (2018); Donaciano (2006); Langa (2022), Timbane (2014), Wache (2018), with reflections around teacher training, in addition to legal basis documents: Strategic Plan of Education (2020-2029), Teaching Curriculum Plan Primary (2019); Curriculum Plan Training Course of Primary School Teachers and Educators of Adults (2019). This is a qualitative research, characterized, according to André (2003), as “of a ethnographic”, for approaching the school routine. As for the research techniques, we opted for the conducting semi-structured interviews with six teachers working in the first three classes of teaching primary, in the first half of 2023. carried out, still, in this same period, with these teachers, belonging to two educational institutions (one from the urban area and the other from the rural area, three professors of each), 10 classroom observations. The analysis of data will be anchored in thematic content analysis (BARDIN, 1977) and Franco (2004) and will include pre-analysis, analysis (data interpretation), as well as inference.