A formação do professor para a educação infantil: apontamentos para a formação do leitor.

• Ano de defesa: 2017
• Autor(a) principal: Reis, Jessé Camatari
• Orientador(a): Abdalla, Maria de Fátima Barbosa
• Banca de defesa: Abdalla, Maria de Fátima Barbosa, Pereira, Maria Apparecida Franco, Estevão, Ana Maria Ramos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Santos
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Centro de Ciências da Educação e Comunicação
• País: Brasil
• Palavras-chave em Português: formação do professor; formação de leitores na educação infantil; hábitos de leitura
• Palavras-chave em Inglês: teacher training; training of readers in early childhood education; reading habits
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede.unisantos.br/handle/tede/3601

This paper aims to indicate elements for the training of teachers who work in children's education, as well as their interventions in the constitution of the reader subject, based on the perceptions of the pedagogical teacher of the Pedagogia / Parfor course (Decree 6755/09). It is assumed that the interventions of the teacher in the classroom can contribute to the constitution and formation of the reader. The research, of qualitative approach, is developed in three stages. The first focuses on the contribution of scholars on the subject of reading, evidencing the work of Monteiro Lobato and official documents, which deal with reading practices for children's education. The second one is developed through the application of a questionnaire to the teacher-students of Pedagogy / Parfor. And the third occurs through interviews with teacher trainers. When dealing with teacher training for the formation of the reader, three categories of analysis are identified: reading habits; Influence of reading in the formation of the reader; And challenges / difficulties in the context of teacher training for the teaching performance in the formation of the reader. The results show the importance of discussing and problematizing reading and reading, as well as the role of teachers and their interventions in the formation of new readers in the area of early childhood education.