Initiation of reading and writing in 1st cycle basic education schools in Portugal: the footprints and compasses of literacy teachers

This study is an excerpt from a Post-Doctoral Ethnographic research project carried out in the city of Porto/PT, to analyze the daily life of Portuguese schools and the pedagogical practices of three female and one male teacher from public and private network. To this end, we used Content Analysis, as we learned the meanings and resignifications of the teachers' languages, based on the assumption that the pedagogical objectives should correspond to the commitments made by the educational policy since the redemocratization, as well as to the economic interests of international society. The results problematize an educational system that is flexible to neoliberal interests, while intertwining the overcoming and resistance of traditional teaching models regarding the formation of individuals. Schools present (dis)commensurate tensions, as they ensure that children, from childhood, receive training for life, through the acquisition of knowledge, internalization of society's values ​​and mentalities. On the other hand, and at the same time, they are challenging spaces that maintain the 'unspoken' resistance for a more just and democratic society.

Keywords:
Pedagogical practices of 1st CEB teachers ; Initiation of reading and writing ; Chat meetings ; Portuguese public and private schools