How were they literate? Tensions and dialogues on the literacy process in the amazonian context

Authors

DOI:

https://doi.org/10.17058/ghkf8141

Keywords:

Literacy, Identity, Difference, Narratives

Abstract

This study presents an excerpt from a master's dissertation that analyzed how the research participants were literate in the Amazonian context, the implications of the literacy process based on self-narratives, and how they constructed their identities. The theoretical-methodological framework within which the data were produced and analyzed falls within the field of Cultural Studies. To this end, the study employed the narrative interview method redefined by Andrade (2012), anchored in the qualitative research approach of González Rey (2015). Based on the narratives presented by the teachers, it was possible to observe the struggles and challenges they faced in becoming literate in different contexts and with diverse individuals. Their literacy process was marked by the syllabic method and the use of primers, shaping the ways in which they acquired literacy—processes characterized by difference and the construction of their identities.

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Author Biographies

  • Antonia Fernanda Dutra Pinto, Universidade Federal do Amazonas

    Master in Teaching Sciences and Humanities from the Federal University of Amazonas (2024), specialization in Psychopedagogy and School Management from Estácio de Sá University (2011), graduated in Higher Normal Education from the State University of Amazonas (2005) and in Pedagogy from UNIASSELVI (2024). Elementary School Teacher I, on the permanent staff of the State Secretariat of Education and School Sports (SEDUC).

    Email: fernandadutrapinto20@gmail.com

    Lattes: http://lattes.cnpq.br/2022482869634934

    ORCID: https://orcid.org/0000-0002-7171-7012

     

  • Rozane Alonso Alves, Federal University of Amazonas

    Possui graduação em Pedagogia pela Universidade Federal de Rondônia (2012), mestrado em Educação pela Universidade Federal do Rio Grande do Sul (2014) e doutorado em Educação pela Universidade Católica Dom Bosco (2017). Atualmente é Professora Adjunta no Departamento de Métodos e Técnicas (DMT) na Faculdade de Educação (FACED). Docente Permanente no Programa de Pós-Graduação em Ensino de Ciências e Humanidades (PPGECH/UFAM).

    Email: rozanealonso@ufam.edu.br 

    Lattes: http://lattes.cnpq.br/7271103372811887

    ORCID: https://orcid.org/0000-0003-1401-5556

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Published

2025-08-11

Issue

Vol. 33 (2025)

Section

Artigos do Fluxo

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How to Cite

Dutra Pinto, A. F., & Alonso Alves, R. (2025). How were they literate? Tensions and dialogues on the literacy process in the amazonian context. Reflexão E Ação, 33(1). https://doi.org/10.17058/ghkf8141