A formação de formadores de leitura literária: os saberes que articulam suas práticas formativas

• Autor(a) principal: Moreira, Cristiana Santana
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/20563
• topic: Leitura - Estudo e ensino; Formação de mediadores; Leitura; Reading - Study and teaching; Mediation training; Reading; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research has as general objective to investigate how trainers from different sectors have favored the education of teachers to reading literary texts. The relevance of this study is related to the importance of teaching knowledge, especially the knowledge, the knowledge of know to be and the knowledge of know to do, for teaching practice and for its own formation. Regarding methodological scope, the qualitative approach and the semi-structured interview as instrument for data collection were adopted. The subjects involved are professionals working in different sectors of education: one works at the Municipal Department of Education of São Paulo, one at the State Department of Education of São Paulo and another at a Non-Governmental Organization. All of them works as trainers for reading literary texts. The results of the analysis of the interviews indicate that investments are necessary for the continuing education and the academic formation of professionals who work in the formation of teachers, in order to make them mediators of literary reading. We also observed through the interviewees' speeches that the experiential knowledge, constituted throughout their personal life, and the professional knowledge, experienced in practice as trainers, were fundamental for the constitution of their identities as professionals who train others professionals. Among the results obtained, the relevance of continuing teacher education in the perspective of professional teacher development is highlighted