A LEITURA COMO PRÁTICA FORMATIVA PARA O DOCENTE

• Autor(a) principal: Souza, Denise de Paula
• Data de Publicação: 2023
• Outros Autores: Viana, Helena Brandão
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://proa.ua.pt/index.php/ilcj/article/view/32071

Teacher education, both initial and continuing, is considered of great importance for the development of teachers and extends throughout their professional lives. Among so many training proposals, it is thought to be necessary to investigate the importance and benefits of reading for teacher education. When the themes of teacher education and the role of reading are related, a lack of studies proposing reading practices for teachers is noted. In this sense, this research aimed to conduct an integrative literature review to access studies involving formative practices for teachers and reading. To do so, the Education Resources Information Center (ERIC), Capes Periodicals and Scielo databases were accessed, using an integrated method with the following descriptors: Teacher Training and Reading, from 2018 to 2023, in English, Portuguese and Spanish languages. The PRISMA® methodology was used for the integrative review. From the data collection, 105 articles were found, and after the exclusion criteria, 12 studies were included for qualitative analysis. The results pointed out that Spain, Chile and Mexico have focused their attention on teacher reading still in their initial education, while Brazil, Colombia, Argentina and Turkey focused on reading in continuing education. The studies showed that reading needs to be resumed in teacher education for them to become or return to being a reader teacher. It is important that teachers are reminded about the importance of reading for themselves and then through themselves, to form readers.