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This article is based on a master's research in the area of school education and aims to reflect on the knowledge that involves teaching learning to read, considering the experiences of a beginner teacher in a class of the first year of Elementary School. For that, a qualitative, empirical research was developed, with observations in the classroom and interview. The data obtained were organized in the thematic axis "The nature of the literacy process" and analyzed in the categories: 1) conception of literacy; 2) choice of literacy methods; 3) Teaching skills for literacy. The results pointed to the practice of literacy as a complex process, which is aggravated by the insufficiency of knowledge acquired in the initial teacher training to teach reading and writing. Therefore, this study is propositive to problematize the directions of the formation of the literacy teacher, who appears to be in the balance of a tightrope.

Uma professora iniciante aprendendo a alfabetizar: processos formativos e saberes docentes na corda bamba