The reader teacher and the teaching of reading competence

• Main Author: Souza, Ana Cláudia de
• Publication Date: 2018
• Other Authors: Salete, Maria
• Format: Article
• Language: por
• Source: Signo (Santa Cruz do Sul. Online)
• Download full: https://online.unisc.br/seer/index.php/signo/article/view/12009
• topic: teachers as readers; self-evaluation in reading; reading teaching; Project Ler & Educar - UFSC.; professor leitor; autoavaliação em leitura; ensino de leitura; Projeto Ler & Educar - UFSC

The objective of this research is to analyze and comprehend the role of teachers as readers, their evaluation of their own performance and the implications of this "being a reader" in the reports about their own pedagogical practices. Based on the principle that what is not known or mastered cannot be taught, we conceive that in order to teach reading it is essential for the teacher to be a reader and to have diversified experiences of reading. These features allow the reader/teacher to produce and negotiate coherent and relevant meanings, to sustain positions and to identify points of view. In order to conduct the investigation, data from the network project Ler & Educar: formação continuada de professores da rede pública de SC – Núcleo UFSC were considered. This Project was developed by the Observatório da Educação Programme (Public Notice 049/2012/Capes/Inep), from 2013 to 2015, in six state public schools of basic education in the city of Florianópolis/SC. The data from semi structured interviews were analyzed to investigate the teachers’ perception of their own reading and of their teaching practices. The analysis indicate that great majority of the teachers admits that they do not read much and do not know the process of reading, which, as defended in this piece of research, can negatively interfere in their performance as readers. This can result on planning and mastering lessons which do not take the reading as an object of knowledge to be taught.