Reading and construction of identities in the educational formation

Detalhes bibliográficos
Autor(a) principal: Benevides, Araceli Sobreira
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagem em (Dis)curso (Online)
Texto Completo: https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/225
Resumo: This article is an analysis of the discourse of students-teachers of an in-service teacher education course. Aiming at analyzing the attitudes students-teachers have concerning reading throughout their history of life, and their own view on the experiences they have faced so far, we decided to carry out a quality research with emphasis on the interpretation of data. The data analyzed was obtained through interviews with four students of the Language and Education Undergraduate Course (Curso de Letras and Pedagogia) in the special in-service Teacher Education Program – PROFORMAÇÃO, at the State University of Rio Grande do Norte- UERN. The results show that, although there is no reflexive reading activity about the studied contents of the course, students-teachers see themselves as readers. Based on literacy theories (BARTON, 1994), on the non-essentialist conception of formation/constitution of identities (WOODWARD, 2001), and on theories about the training of teachers as readers (BATISTA, 1998), we conclude that teacher education needs to be reviewed in order to emphasize the role of critical reflection (CLARK, 1995) in the educational process undergone by the student-teacher.
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spelling Reading and construction of identities in the educational formationLectura y construcción de identidades en la formación educativaLecture et construction d’identités dans la formation pédagogiqueLeitura e construção de identidades na formação docenteReadingLiteracyTeacher educationFormación de identidadesAlfabetizaciónEnseñanza para profesoresLectureLittératieFormation du professeurFormação/constituição de identidadesLetramentoFormação de professoresThis article is an analysis of the discourse of students-teachers of an in-service teacher education course. Aiming at analyzing the attitudes students-teachers have concerning reading throughout their history of life, and their own view on the experiences they have faced so far, we decided to carry out a quality research with emphasis on the interpretation of data. The data analyzed was obtained through interviews with four students of the Language and Education Undergraduate Course (Curso de Letras and Pedagogia) in the special in-service Teacher Education Program – PROFORMAÇÃO, at the State University of Rio Grande do Norte- UERN. The results show that, although there is no reflexive reading activity about the studied contents of the course, students-teachers see themselves as readers. Based on literacy theories (BARTON, 1994), on the non-essentialist conception of formation/constitution of identities (WOODWARD, 2001), and on theories about the training of teachers as readers (BATISTA, 1998), we conclude that teacher education needs to be reviewed in order to emphasize the role of critical reflection (CLARK, 1995) in the educational process undergone by the student-teacher.Este artículo es un análisis del discurso de estudiante-maestros de un curso para la formación de profesores que ya actuan en esta profesión. El objectivo es analizar que actitudes tienen los estudiante-maestros delante del hecho de leer, a lo largo de su historia de vida y de su opinión frente sus experiencias, decidimos llevar a cabo una investigación calificativa, con énfasis en la interpretación de datos para entrevistar a cuatro estudiantes de los cursos de Filogía y Pedagogía de un programa para maestros de Enseñanza Básica-PROFORMACIÓN – de la Universidade Estatal de Rio Grande Del Norte –UERN. La muestra de los resultados refleja que, aunque no exista ninguma actividad de lectura reflexiva sobre los contenidos leídos en el curso de formación, los estudiante-maestros se ven como sujeto-lectores . Basados en teorías de alfabetización (BARTAN, 1994)), en la concepción no-esencialista de formación / constitución de las identidades (WOODWARD, 2001) y en las teorías sobre el entrenamiento de maestros lectores (BATISTA, 1998), nosotros concluímos que en la enseñanza de maestros necesita dar énfasis al papel de reflexión crítica (CLARK, 1995) acerca del proceso educativo en lo cual el estudiante-maestro toma parte.Cet article présente une analyse du discours des étudiants-professeurs d’un cours de formation en service. Le but étant d’analyser les attitudes des étudiants-professeurs devant la lecture suivant leurs histoires de vie et leurs vues sur ces propres expériences, nous sommes décidés pour une recherche qualitative avec accent sur l’interprétation des données pour interviewer quatre étudiants du Cours des Lettres et du Cours de Pédagogie affectés au Programme Spécial de Formation Professionnelle de l’Éducation Fondamentale – PROFORMAÇÃO – de l’Université de l’État de Rio Grande do Norte - UERN. Les résultats montrent que, bien qu’il n’y ait aucune activité de lecture réfléchie au sujet du contenu étudié pendant le cours, les étudiants-professeurs se voient en lecteurs. Fondés sur les théories de la littératie (BARTON, 1994), sur la conception non-essentialiste de la formation/constitution des identités (WOODWARD, 2001) et sur les théories au sujet de la formation de lecteurs-professeurs (BATISTA, 1998), nous nous hasardons à conclure que la formation du professeur doit d’être réexaminée pour se concentrer sur le rôle de la réflexion critique (CLARK, 1995) vis-à-vis du processus pédagogique dont participe l’étudiant-professeur.O presente artigo constitui-se da análise de discurso de alunos-professores de um curso de formação de professores em serviço. Com o objetivo de analisar o posicionamento que os alunos-professores assumem diante da leitura, através de suas histórias de vida e da visão particular de suas experiências, optamos por uma pesquisa qualitativa, de base interpretativista para realizarmos as entrevistas com 4 alunos dos cursos de Letras e Pedagogia do Programa Especial de Formação Profissional para Professores de Educação Básica – PROFORMAÇÃO, da Universidade do Estado do Rio Grande do Norte/UERN. Os resultados indicam que, embora não haja uma atividade de leitura reflexiva sobre os conteúdos lidos na formação, os alunos-professores identificam-se e se posicionam como sujeitos-leitores. Baseados nas teorias sobre letramento (BARTON, 1994), na concepção não-essencialista da formação/constituição das identidades (WOODWARD, 2001) e nas teorias sobre formação de leitores docentes (BATISTA, 1998), concluímos que a formação docente precisa ser repensada no sentido de se destacar o papel da reflexão crítica (CLARK, 1995) sobre o processo de formação do qual o aluno-professor faz parte.Silvânia Siebert2010-09-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/225Linguagem em (Dis)curso; Vol. 3 No. 1 (2002); p. 11-36Linguagem em (Dis)curso; v. 3 n. 1 (2002); p. 11-361982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/225/239Benevides, Araceli Sobreirainfo:eu-repo/semantics/openAccess2010-10-21T13:16:42Zoai:portaldeperiodicos.animaeducacao.com.br:article/225Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2010-10-21T13:16:42Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false
dc.title.none.fl_str_mv Reading and construction of identities in the educational formation
Lectura y construcción de identidades en la formación educativa
Lecture et construction d’identités dans la formation pédagogique
Leitura e construção de identidades na formação docente
title Reading and construction of identities in the educational formation
spellingShingle Reading and construction of identities in the educational formation
Benevides, Araceli Sobreira
Reading
Literacy
Teacher education
Formación de identidades
Alfabetización
Enseñanza para profesores
Lecture
Littératie
Formation du professeur
Formação/constituição de identidades
Letramento
Formação de professores
title_short Reading and construction of identities in the educational formation
title_full Reading and construction of identities in the educational formation
title_fullStr Reading and construction of identities in the educational formation
title_full_unstemmed Reading and construction of identities in the educational formation
title_sort Reading and construction of identities in the educational formation
author Benevides, Araceli Sobreira
author_facet Benevides, Araceli Sobreira
author_role author
dc.contributor.author.fl_str_mv Benevides, Araceli Sobreira
dc.subject.por.fl_str_mv Reading
Literacy
Teacher education
Formación de identidades
Alfabetización
Enseñanza para profesores
Lecture
Littératie
Formation du professeur
Formação/constituição de identidades
Letramento
Formação de professores
topic Reading
Literacy
Teacher education
Formación de identidades
Alfabetización
Enseñanza para profesores
Lecture
Littératie
Formation du professeur
Formação/constituição de identidades
Letramento
Formação de professores
description This article is an analysis of the discourse of students-teachers of an in-service teacher education course. Aiming at analyzing the attitudes students-teachers have concerning reading throughout their history of life, and their own view on the experiences they have faced so far, we decided to carry out a quality research with emphasis on the interpretation of data. The data analyzed was obtained through interviews with four students of the Language and Education Undergraduate Course (Curso de Letras and Pedagogia) in the special in-service Teacher Education Program – PROFORMAÇÃO, at the State University of Rio Grande do Norte- UERN. The results show that, although there is no reflexive reading activity about the studied contents of the course, students-teachers see themselves as readers. Based on literacy theories (BARTON, 1994), on the non-essentialist conception of formation/constitution of identities (WOODWARD, 2001), and on theories about the training of teachers as readers (BATISTA, 1998), we conclude that teacher education needs to be reviewed in order to emphasize the role of critical reflection (CLARK, 1995) in the educational process undergone by the student-teacher.
publishDate 2010
dc.date.none.fl_str_mv 2010-09-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/225
url https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/225
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/225/239
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Silvânia Siebert
publisher.none.fl_str_mv Silvânia Siebert
dc.source.none.fl_str_mv Linguagem em (Dis)curso; Vol. 3 No. 1 (2002); p. 11-36
Linguagem em (Dis)curso; v. 3 n. 1 (2002); p. 11-36
1982-4017
reponame:Linguagem em (Dis)curso (Online)
instname:Universidade do Sul de Santa Catarina (UNISUL)
instacron:UNISUL
instname_str Universidade do Sul de Santa Catarina (UNISUL)
instacron_str UNISUL
institution UNISUL
reponame_str Linguagem em (Dis)curso (Online)
collection Linguagem em (Dis)curso (Online)
repository.name.fl_str_mv Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)
repository.mail.fl_str_mv ||lemd@unisul.br
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