As crenças de autoeficácia de professoras alfabetizadoras de Buriti Alegre: contribuições para educação

Abstract

Self-efficacy refers to a teacher’s judgment about their own abilities to perform a given action. Literacy plays an essential role in personal development, effective communication, and social participation. In Brazil, the high rate of functional illiteracy (29% in 2018, according to INAF) reinforces the need to reflect on the training of literacy teachers. This study investigated the self-efficacy beliefs of 11 literacy teachers from Buriti Alegre, GO, considering their initial and ongoing training. The research used semistructured interviews and content analysis. The results indicated that, although the majority had received initial training, this was insufficient in teaching literacy and literacy skills. Continuing training had a positive impact, raising self-efficacy to medium and high levels in some participants. Teachers with high self- efficacy attributed this factor to their teaching experience and ongoing training. The findings highlight the relevance of continuing education to strengthen teacher self-efficacy, suggesting that improvements in this training can positively impact the literacy process in the country. The data are analyzed considering the contributions and implications of this study for initial and continuing teacher education, with a focus on strengthening self-efficacy beliefs.