READING NARRATIVES AND TEACHER TRAINING FROM THE PERSPECTIVE OF A RECENTLY GRADUATED TEACHER

Detalhes bibliográficos
Autor(a) principal: Sousa, Ricardo Ferreira de
Data de Publicação: 2021
Outros Autores: Oliveira, Poliana Alves de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1037
Resumo: This text presents an essay on the training reading of a professor graduated in Letters from the Federal University of Tocantins (UFT). The study starts from the researchers' concern about how the reading experiences of recently graduated teachers were and what their perceptions about teaching were. Thus, we support the assumptions of discursive interactionism in the perspective of Bakhtin (2011) and other authors. Thus, we take as an object the narrative of a teacher to represent this act so special that it is immersion in literate practices. This study adopts the case study and the interview, transcription and data analysis procedure. To reach the main objective, the data collected is analyzed from three questions: Why did you choose to be a teacher? What are your experiences with reading throughout your life? How important was reading in your life? The results point to a reflection on the fact that teaching was a personal choice and that reading, that the participant lived to a bright and promising path in your studies.
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spelling READING NARRATIVES AND TEACHER TRAINING FROM THE PERSPECTIVE OF A RECENTLY GRADUATED TEACHERNARRATIVAS DE LECTURA U FORMACIÓN DOCENTE DESDE LA PERSPECTIVA DE UM PROFESSOR RECIÉN GRADUALADONARRATIVAS DE LEITURA E FORMAÇÃO DOCENTE SOB A ÓTICA DE UM PROFESSOR RECÉM-FORMADONarrativaProfessorLeitorExperiênciaNarrativeTeacherReaderExperienceNarrativaMaestroLectorExperienciaThis text presents an essay on the training reading of a professor graduated in Letters from the Federal University of Tocantins (UFT). The study starts from the researchers' concern about how the reading experiences of recently graduated teachers were and what their perceptions about teaching were. Thus, we support the assumptions of discursive interactionism in the perspective of Bakhtin (2011) and other authors. Thus, we take as an object the narrative of a teacher to represent this act so special that it is immersion in literate practices. This study adopts the case study and the interview, transcription and data analysis procedure. To reach the main objective, the data collected is analyzed from three questions: Why did you choose to be a teacher? What are your experiences with reading throughout your life? How important was reading in your life? The results point to a reflection on the fact that teaching was a personal choice and that reading, that the participant lived to a bright and promising path in your studies.Este texto presenta un ensayo sobre y formación lectora de un profesor egresado de Letras de la Universidad Federal de Tocantins (UFT). El estudio parte de la preocupación de los investigadores por cómo eran las experiencias lectoras de los profesores recién graduados y cuáles eran sus percepciones sobre la docencia. Así, apoyamos los supuestos del interaccionismo discursivo en la perspectiva de Bakhtin (2011) y otros autores. Así, tomamos como objeto la narrativa de un maestro para representar este acto tan especial que es la inmersión en prácticas alfabetizadas. Este estudio adopta el estudio de caso y el procedimiento de entrevista, transcripción y análisis de datos. Para alcanzar el objetivo principal, los datos recopilados se analizan a partir de tres preguntas: ¿Por qué elegiste ser docente? ¿Cuáles son sus experiencias con la lectura a lo largo de su vida? ¿Qué importancia tuvo la lectura en tu vida? Los resultados apuntan a una reflexión sobre el hecho de que la docencia fue una elección personal y que la lectura, que el hacia participante qué vivió un camino brillante y prometedor en tus estudios.O presente texto apresenta um ensaio sobre a formação leitora de um professor recém-formado em Letras pela Universidade Federal do Tocantins (UFT). O estudo parte da inquietação dos pesquisadores em saber como foram as experiências leitoras de professores recém-formados e quais são suas percepções acerca da docência. Assim, tomamos como objeto a narrativa de um professor para representar esse ato tão especial que é a imersão em práticas letradas. Adota-se nesta pesquisa o estudo de caso e o procedimento entrevista, transcrição e análise de dados. Para isso, amparamos no pressuposto do interacionismo discursivo da perspectiva de Bakhtin (2011) e de outros autores. Para chegar ao objetivo principal, analisa-se os dados coletados a partir de três perguntas: Por que você escolheu ser professor? Como foram suas experiências com a leitura ao longo da vida? Que importância teve a leitura na sua vida? Os resultados apontam para uma reflexão sobre o fato de que a docência foi uma escolha pessoal do participante e que a leitura permitiu a este que vivenciasse um trajeto brilhante e promissor em seus estudos.Revista Prática Docente2021-05-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionLinguagensLinguagensLinguagensapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/103710.23926/RPD.2021.v6.n2.e032.id1037Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): May to August 2021; e032Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Mayo a Agosto de 2021; e032Revista Prática Docente; v. 6 n. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e0322526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1037/476Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSousa, Ricardo Ferreira deOliveira, Poliana Alves de2022-06-03T13:02:33Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/1037Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2022-06-03T13:02:33Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv READING NARRATIVES AND TEACHER TRAINING FROM THE PERSPECTIVE OF A RECENTLY GRADUATED TEACHER
NARRATIVAS DE LECTURA U FORMACIÓN DOCENTE DESDE LA PERSPECTIVA DE UM PROFESSOR RECIÉN GRADUALADO
NARRATIVAS DE LEITURA E FORMAÇÃO DOCENTE SOB A ÓTICA DE UM PROFESSOR RECÉM-FORMADO
title READING NARRATIVES AND TEACHER TRAINING FROM THE PERSPECTIVE OF A RECENTLY GRADUATED TEACHER
spellingShingle READING NARRATIVES AND TEACHER TRAINING FROM THE PERSPECTIVE OF A RECENTLY GRADUATED TEACHER
Sousa, Ricardo Ferreira de
Narrativa
Professor
Leitor
Experiência
Narrative
Teacher
Reader
Experience
Narrativa
Maestro
Lector
Experiencia
title_short READING NARRATIVES AND TEACHER TRAINING FROM THE PERSPECTIVE OF A RECENTLY GRADUATED TEACHER
title_full READING NARRATIVES AND TEACHER TRAINING FROM THE PERSPECTIVE OF A RECENTLY GRADUATED TEACHER
title_fullStr READING NARRATIVES AND TEACHER TRAINING FROM THE PERSPECTIVE OF A RECENTLY GRADUATED TEACHER
title_full_unstemmed READING NARRATIVES AND TEACHER TRAINING FROM THE PERSPECTIVE OF A RECENTLY GRADUATED TEACHER
title_sort READING NARRATIVES AND TEACHER TRAINING FROM THE PERSPECTIVE OF A RECENTLY GRADUATED TEACHER
author Sousa, Ricardo Ferreira de
author_facet Sousa, Ricardo Ferreira de
Oliveira, Poliana Alves de
author_role author
author2 Oliveira, Poliana Alves de
author2_role author
dc.contributor.author.fl_str_mv Sousa, Ricardo Ferreira de
Oliveira, Poliana Alves de
dc.subject.por.fl_str_mv Narrativa
Professor
Leitor
Experiência
Narrative
Teacher
Reader
Experience
Narrativa
Maestro
Lector
Experiencia
topic Narrativa
Professor
Leitor
Experiência
Narrative
Teacher
Reader
Experience
Narrativa
Maestro
Lector
Experiencia
description This text presents an essay on the training reading of a professor graduated in Letters from the Federal University of Tocantins (UFT). The study starts from the researchers' concern about how the reading experiences of recently graduated teachers were and what their perceptions about teaching were. Thus, we support the assumptions of discursive interactionism in the perspective of Bakhtin (2011) and other authors. Thus, we take as an object the narrative of a teacher to represent this act so special that it is immersion in literate practices. This study adopts the case study and the interview, transcription and data analysis procedure. To reach the main objective, the data collected is analyzed from three questions: Why did you choose to be a teacher? What are your experiences with reading throughout your life? How important was reading in your life? The results point to a reflection on the fact that teaching was a personal choice and that reading, that the participant lived to a bright and promising path in your studies.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Linguagens
Linguagens
Linguagens
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1037
10.23926/RPD.2021.v6.n2.e032.id1037
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1037
identifier_str_mv 10.23926/RPD.2021.v6.n2.e032.id1037
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1037/476
dc.rights.driver.fl_str_mv Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): May to August 2021; e032
Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Mayo a Agosto de 2021; e032
Revista Prática Docente; v. 6 n. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e032
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
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instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
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