Abstract

The objective proposed in this article is to investigate teachers’ beliefs about their role in developing their students’ literacy, through the appraisal system. This work is part of the dissertation entitled “Beliefs of teachers in the early years of elementary school about their role in the development of literacy”, in progress within the scope of the Academic Master’s Degree in Teaching Humanities and Languages (MEHL), at the Franciscan University (UFN) and the umbrella project “Multiliteracies and discourses”. The concept of beliefs in this article is based on the conception of Bourdieu (2018), which understands beliefs as discursive productions, which are constructed in the interaction between subjects. For this text, the basis is only the interview carried out with a 5th year elementary school teacher. This teacher’s beliefs were analyzed based on the appraisal system. The interview analyzed demonstrated that, in terms of evaluation, the teacher uses more linguistic resources that refer to appreciation, followed by resources of affection and judgment, respectively. In relation to beliefs, they are related to students’ difficulties in relation to learning, the lack of students responsibles’ commitment and the students themselves to learning, in general, and the need to involve students’ prior knowledge to promoting literacy.