Formação docente para o ensino da leitura

Abstract

This research focuses the impact of initial and continuing teachers' training for teaching reading in the first years of elementary education. The assumption underlying the analyses is that professionalism and professionalization are essential in forming teachers capable of carrying out their task: the teaching, especially the teaching of reading. It approaches the reading ability as a fundamental instrument for the acquisition of school subjects throughout the school years. It also reflects the psychological and pedagogic epistemological bases of reading and comments on its decodification, comprehension, interaction and discursive perspectives, assuming that this last one includes the others and furthers the process towards an emancipatory approach to education. It juxtaposes the conceptions of curriculum and the social function of basic school and the teacher`s role in teaching reading. The theoretical axes that map the discussion and strengthen the research about teachers' formation identify and analyze educational politics concerning professionalism and professionalization and emphasize problems related to the curricula of the undergraduate Course of Education. As concerns the research scope, it defines the problem: professionalism and professionalization can corroborate the teaching of reading? From the perspective of the Critical Theory, two approaches were advanced, the Collaborative Ethnography sociolinguistically based and the Action Research. Interactional protocols were used as instruments of reflection and analysis of (and in) the intentional action of the teachers and collaborative trainees in the teaching of reading. The research was carried out in a school of cycles ( i.e organized on the basis of the phases of human development : childhood (ages 6-8); pre-adolescence (ages 9-11) and adolescencae (ages 12-14). The present research dealt with the first two cycles in a public school of Goiânia -GO with nine teachers graduated in Education and involved seven trainees from the 7 th and 8 th semesters of the Course of Education in the Pontifical Catholic University of Goiás. The work presents results about teachers' formation, professionalism and professionalization, and their empowerment for the teaching of reading. The results concerning professionalism are viewed as consequence of the methodological supervised training as a research, marked by interdiciplinarity and curriculum verticalization. As for professionalization, the conclusions point to immense challenges that are faced by the teachers, such as the isolation of the teachers in their "que-fazer"(what to do). They are not given time neither space for research groups not even for the dialogue with their peers. Education quality goes side by side with work conditions, plan of career, fair wages, dignity. To form teachers also means to fight for basic work rights and professional valorization. Therefore research and teachers training can become the good news for education quality, especially in the teaching of reading _ the novel and feasible fac...