Autoetnografia, formação docente e ensino de leitura na transição entre ciclos do Ensino Fundamental

Abstract

This theoretical-methodological article examines the teaching of reading in the transition between the early and final years of elementary education, problematizing the discontinuities that characterize this stage of schooling both in pedagogical practice and in teacher education relations. Grounded in critical Applied Linguistics, the study understands this transition as a site of discursive, curricular, and identity-related tensions, particularly regarding the articulation between generalist and specialist teachers. Drawing on an autoethnographic approach, the paper discusses the epistemological and ethical implications of situated knowledge production in teacher professional development, arguing for the recognition of the teacher educator's experience as a legitimate analytical category. The article combines critical literature review with autoethnographic episodes drawn from the author's formative practice, positioning autoethnography not only as a research method but as an epistemological stance that challenges research models grounded in the researcher's exteriority. The central contribution lies in demonstrating that discontinuities in reading instruction are also produced within teacher education contexts, shaped by distinct regimes of knowledge and by competing conceptions of reading itself. The article argues that autoethnography constitutes a rigorous analytical path for understanding and intervening in these formative dynamics.