Subjetividade leitora e práticas pedagógicas : o impacto das intervenções literárias na formação de futuros professores
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| Publikationsdatum: | 2025 |
| Format: | Doctoral thesis |
| Sprache: | por |
| Quelle: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/9683 |
Zusammenfassung: | This thesis explores the role of literary reading in the initial training of teachers, with an emphasis on the construction of reader subjectivity and the development of more reflective and humanizing pedagogical practices. It is based on the understanding that literature, when mediated critically and sensitively, can significantly contribute to the formation of teaching identity. The research, qualitative in nature and guided by the action research methodology, was conducted with a group of students enrolled in a teacher training course for Early Childhood Education and the Early Years of Elementary Education, at the secondary level. The study involved the application of an initial diagnostic questionnaire, the implementation of four literary interventions using children's literature, and a final questionnaire. The study investigated the impact of these interventions on the development of reader subjectivity and pedagogical practices of future teachers. The main objective was to understand how literary reading, when critically and sensitively mediated, can contribute to the development of a more reflective, empathetic, and humanizing teaching identity. The theoretical framework is grounded in the concepts of reader subjectivity, literary literacy, and aesthetic experience, drawing on authors such as Michèle Petit (2009, 2013, 2019), Jorge Larrosa (2003, 2022), Teresa Colomer (2007), Louise Rosenblatt (2004), Roger Chartier (2003), Rildo Cosson (2006), and Martha Nussbaum (1997, 2001). The results indicate that the literary interventions promoted significant shifts in the students’ reading trajectories, expanding their literary repertoire, emotional engagement with reading, and understanding of the teacher’s role as a mediator. Furthermore, the research contributes to addressing academic gaps by articulating literature, subjectivity, and initial teacher education, and by proposing reading practices that engage with the contemporary challenges of education. |
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