Resumen

MORALES ARANGO, Claudia Janet  y  CASTELLANO ASCENCIO, Milton Daniel. Pedagogical Professionalism and Literacy: The Role of Reading and Writing in the Professional Journeys of Teachers. Prax. Saber [online]. 2024, vol.15, n.43, e17638.  Epub 08-Mayo-2025. ISSN 2216-0159.  https://doi.org/10.19053/uptc.22160159.v15.n43.2024.17638.

The article explores the relationship between the configuration of the teacher's pedagogical professionalism and literacy, understood as the sociocultural practice of reading and writing. Experiences and reflections were recovered from the narratives of a group of teachers from the City of Medellín to understand the conceptions and practices regarding these skills. These voices became narratives to understand how reading and writing influence teaching. The analysis of the information produced by these narratives showed that dialog among teachers raises awareness of the importance of literacy practices in professional development. Through these narratives, literacy practices were positioned as fundamental for professional growth because they act as a source of motivation and interest to pursue postgraduate studies, further qualifications, join networks or groups of teachers addressing school dynamics, and enrich and transform classroom practice. Additionally, they were recognized as sociocultural practices that involve developing critical thinking to analyze, debate, and express oneself regarding social issues.

Palabras clave : pedagogical professionalism; reading and writing; literacy; professional journeys; teacher narratives.

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