PROFESSORAS ALFABETIZADORAS NO INÍCIO DA CARREIRA DOCENTE: ALGUMAS REFLEXÕES

This work aims to analyze articles available on the CAPES Periodical Portal that address literacy teachers at the beginning of their teaching. Although we did not define a temporal delimitation in our search, only seven articles were found that address the chosen topic. In the analysis, predominantly qualitative, in addition to presenting the catalog data and the main results of each research, we sought to identify the proximity of these studies. We observed the peculiarities of entering literacy teaching, which is full of challenges - whether in the context of entering the teaching career or literacy - and also of learning for these teachers. To overcome their challenges, some beginning literacy teachers mentioned seeking support from nearby teachers with greater professional experience. Literacy teachers at the beginning of their careers also develop a lot of learning, as a result of sharing experience with other colleagues, the demands of the classroom itself or through trial and error. The results show that graduates of the Pedagogy course who take on literacy classes feel insecurities and limitations regarding the knowledge required for this action. We conclude by pointing out the limitations of studies that deal with the specificity of beginning literacy teachers and the importance of expanding these investigations to better understand the peculiarities of this specific moment in the teaching career.