FORMAÇÃO CONTINUADA: POR QUE OS PROFESSORES NÃO LÊEM?

• Autor(a) principal: Martins, Maria Aparecida Sanches
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
• Texto Completo: http://tede.metodista.br/jspui/handle/tede/1115
• topic: formação continuada; professores; leitura; teacher training; teachers; reading; CNPQ::CIENCIAS HUMANAS::EDUCACAO

In this study I intend to find out the relation between teaching training and the reading practice, taking into consideration the institution of the reading process and its implications, relating concepts, facts, causes and its effects. I present a retrospect of the initiation to the letters in the world, when reading is punctuating concepts and the different methodologies used for the development of the reading and writting, considering the social aspects and the demands of each time.I use the written ones of Alberto Manguel, A history of the reading, and the Work Formation of Colonial Brazil, of Arno Wheling and Maria José C.M. Wheling, that direcionam the synthesis of the implementation of the acquisition of reading and writing in Brazil and they drive the speech for soon historically of the formation continued in the state of Sao Paulo. The institution of the continued formation and the conception of the concept of continued formation, according to the specific literature, allow the perception of some changes in the social representations assumed by the teachers regarding the education, the process of teaching and apprenticeship and his paper like historically situated active individual. . A brief historical background of the teaching training in the Public School System of Sao Paulo, using as example the analysis of the EMR Program (Ensino Medio em Rede). The study includes initially the observation followed by the effective participation in the program, questionnaires and interviews. It seeks for an understanding of how the teachers set themselves up as real readers and the impact of this process whereas professional teachers contributes to a relevant discussion to the effective broaden of the reading practice.(AU)