“What we speak vanishes, but what we write remains forever”: Practices of teachers’ writing between use and myth

Abstract

In this investigation we guided ourselves in arguing and analyzing the practice of spelling developed by a group of training teachers. We looked for comprehending how they relate to the spelling in their personal life and their professional activities. Our theoretical basis was the studies of Bernard Charlot and his team about the relation with the knowledge as well as the discussion about the history of spelling and reading. As data source, we used semi structured interviews among 13 training teachers of three inner cities in the state of Mato Grosso do Sul and the material produced by them. The investigated teachers were also students from an online pedagogy course offered by the Federal University of Mato Grosso do Sul. The data showed the training teachers use several practices in their spelling every day, but at the same time they change into a myth this practice giving to it powers they do not have. 

Key words: teachers, training teachers, spelling.