The concept of reading in continuing education: revelations in the discourse of teachers

• Autor(a) principal: Zago, Lauciane Piovesan
• Data de Publicação: 2015
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/14685
• topic: Continuing Education; Conception of reading; Teaching; Formação continuada; Concepção de leitura; Ensino

The research presented here is linked to the Centre of Education (UNIOESTE/CAPES/INEP) and the research project Continuing education for teachers of basic education in the early years: actions to promote literacy in municipalities with low IDEB of the western Paraná, State University of Western Paraná. In this research context, we turn to the theme of "reading" from the theoretical principles of Applied Linguistics and socio-historical knowledge, with the aim of understanding how the ongoing training of pedagogical actions interferes with reading teachers 5th year of elementary school I. For this, we develop a sustained research on the qualitative approach, based on ethnographic research, bringing to analyze data generated through semi-structured interviews, focusing on the concepts of language / reading that guide the pedagogical action of these teachers. From the observation of this corpus was able to evidence in the speeches of teachers, marks an interactionist conception of reading / language, however, testify that the work in LP is still strongly marked by a structuralist view of language.