O ensino de leitura na formação inicial: o trabalho docente a partir dos documentos prescritivos do curso de Letras da UFJF e UFF

• Autor(a) principal: Silva, Danilo Augusto da
• Data de Publicação: 2023
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/21018
• topic: Ensino de leitura; Formação de professores; Projeto pedagógico de curso; Trabalho docente; Leitura – Estudo e ensino; Professores - Formação; Professores universitários; Língua portuguesa – Estudo e ensino; Teaching reading; Teacher training; Pedagogical course project; Teaching work; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This work stems from a concern and questions raised during my undergraduate studies and taken to the Master's Degree in Portuguese Language at the State University of Rio de Janeiro (UERJ). The main objective of this research is to analyze and understand how the work of the teacher trainer for the teaching of reading is configured in the initial training of teachers at the Faculty of Letters of the Federal University of Juiz de Fora (UFJF) and the Fluminense Federal University (UFF), in order to contribute to teacher training courses and also to curriculum improvement. It is therefore necessary to research how this subject is taught in prescriptive documents, such as the Pedagogical Course Project (PPC), in order to see how future Portuguese language teachers are prepared for teaching, especially those aimed at reading training. The question that arises from this study is the following: In professional training for the teaching of reading, how is teaching work allocated and established in language courses? In the light of the theoretical-methodological perspective on which we are based, studies belonging to the strand of Sociodiscursive Interactionism (ISD) (BRONCKART, 2006, 2015; MACHADO, 2002, 2004), the Activity Clinic (CLOT, 2006; 2013), teaching work practices (MACHADO, 2006; 2007; 2018), teacher training (GATTI, 2010; 2016; 2019; NÓVOA, 2017), also considering the teaching of reading with great importance (KOCH E ELIAS, 2014; KLEIMAN, 2013; 2016; SOLÉ, 1998). In this way, we sought to analyze the teaching work prescribed in the PPC for Languages at the two Federal Universities, which are already showing concern about fitting in with the normative documents for teacher training. In other words, they demonstrate the role of reading as an indispensable aspect of initial teacher training. Thus, there is a need for language-oriented training, because we agree that, as Garcia-Reis and Silva (2017) point out, if theory and practice are disjointed in the initial training course, the future professional may have a gap in their training that can make it difficult to carry out didactic transposition and, consequently, run the risk of maintaining teaching without a pedagogical objective, such as reading textbooks without strategic purposes, since it does not articulate the use of the text to teaching practices. It is also worth pointing out that we advocate teacher training centered on training for a profession (Nóvoa, 2017), since we must move towards the convergence of academic learning with the daily realities that make up the teaching field. In this way, we sought to analyze and understand the teaching work of the undergraduate course in Languages, based on the prescriptions, with the aim of contributing to the initial training of the Portuguese language professional, especially the teaching of reading