The Reading Concept of University Teachers and Pedagogical Implications

• Autor(a) principal: Volpato, Gildo
• Data de Publicação: 2020
• Outros Autores: Dias, Almerinda Tereza Bianca Bez Batti, Soares, Charlene
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/3860

Abstract: Reading formation is intrinsic to pedagogical knowledge and practice, since reading is part of the constitution of the subjects and the teaching. The aim of the present study was to understand the concept of reading of university professors and the pedagogical implications from the perception of teachers. The study was descriptive with a qualitative approach, having as its locus the University of the Extreme South of Santa Catarina (UNESC). Forty-eight teachers participated. The data collection instrument was a questionnaire. As for data analysis, the principles of content analysis of Bardin (2004) were used. The theoretical support was based on the concepts of teacher education approached by Freire (2002; 2006), Cunha (2010a; 2010b; 2012), Nóvoa (1992), Tardif (2002) and Zabalza (2004), among others. For the discussion about reading education, the dialogue took place with Leffa (1996) and Souza (2002), plus the contribution of other researchers. We identified that teacher and reader training is not a homogeneous process and is constituted through the critical reflexivity on the pedagogical practices and through the continuous reconstruction of the cultural identity of each teacher. Regarding the pedagogical practices, the research distinguished that the reading formation process is an influencing factor concerning teaching and learning methodologies also in higher education. Keywords: University professors. Reader training. Pedagogical practice.