Magda Soares e a valorização das práticas educativas o desenvolvimento profissional e a autoria docente no projeto Alfaletrar

Abstract

The concern with the educational implications of approaching the concepts of literacy and literacy was a dimension highlighted in the works of Magda Soares (1998, 2016, 2020). Criticism of adherence to methods that do not contemplate the complex nature of the literacy process has always been allied to the defense of solid teacher training to face repeated school failure in the initial learning of the written language (2004). The Alfaletrar project, which she coordinated in the municipality of Lagoa Santa -MG, was cited by her on different occasions as a 'laboratory' (SOARES, 2020) in which the theoretical-methodological dimensions were studied and confronted in educational practices and, in this context, there was an appreciation of teaching authorship evidenced in the proposals for creating games and other didactic resources for literacy and literacy. This article aims to reflect on these dimensions present in the Project and in the Paralfaletrar event, anchoring in discussions about teaching knowledge (TARDIF; RAYMOND, 2000) and the concept of “didactic engineering” (DOLZ, 2016). It is also intended to highlight contributions from this experience to the project “Laboratory of Literacy and Literacy” developed at Ceale/FaE/UFMG.