The research aimed to understand the aspects of literacy and literacy underlying the life training narratives of teachers in multi-grade classes in Education in the Countryside of Manaus,
as a basis for developing a training proposal for these teachers. Specifically, we sought to
articulate the meanings of literacy, literacy, rural education, multigrade classes as the theoretical
foundation of the research; identify the aspects of literacy and literacy that emerged from the
narratives of teachers from multi-grade Education classes in the countryside of Manaus; Point out,
from the discussion of the aspects that emerged, themes that collaborate with the training of
teachers in multigrade EC classes; develop, implement and evaluate a training proposal based on
the aspects of literacy that emerged from the narratives of teachers from multigrade classes in
Education in the Countryside of Manaus. A questionnaire, the researcher's field diary and
narrative interviews were used about the life-education path of four teachers from multigrade
classes of Elementary School - Early Years, in the Rural Education – EC modality, from the rural riverside area, Rio Negro, Manaus-Amazonas. The interviews were audio recorded, transcribed
and analyzed based on the fundamentals of Discursive Textual Analysis (DTA). This investigative
path made it possible to develop, implement, evaluate and validate a training proposal called
Ateliê de Cartas (auto)biografias - Navigating letters, weaving stories, whose objective was to
serve the continued training of Elementary School teachers - Early Years, based on the promotion
reflection on their teaching work with regard to literacy in multi-grade Rural Education (EC)
classes, in addition to collaborating in self-understanding and teacher (self)training, through
(auto)biographical writing in cards. Specifically, the proposal sought to provide opportunities for
reflection on teaching work with regard to literacy in multigrade classes; deepen knowledge about
the proposed themes; trigger a (self) formative process based on the life-training stories of
teachers inserted in Rural Education in Manaus. According to considerations by members of the
Study and Research Group on Teacher Training Processes in Technological Education
(GEPROFET), participating teachers in training and pedagogical advisors from rural areas –
evaluators of the training proposal –, the (auto)biographical Letters Workshop: Navigating charts,
weaving stories, proved to be possible and viable for the purpose for which it was intended, and
could be used in other training contexts.
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