A leitura e a sua ressignificação no trabalho pedagógico: trajetórias e experiências formativas de docentes da EEFM Almir Pinto - Aracoiaba/CE

• Ano de defesa: 2009
• Autor(a) principal: Martins, Elcimar Simão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: http://www.teses.ufc.br
• Palavras-chave em Português: Leitura; Trajetórias docentes; Experiências formativas; Trabalho pedagógico.; Reading; Teacher Trajectories; Formative Experiences; Pedagogical Work; Professores de ensino médio – Livros e leitura – Aracoiaba(CE); Prática de Ensino; Professores de ensino médio – Formação – Aracoiaba(CE)
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/3070

This research analyzes the first grade teacher’s trajectory of the EEFM Almir Pinto High School, in Aracoiaba – Ceará. Therefore it was tried to understand the set of formative experiences of these teachers with the reading and how they give it a new signification in their pedagogic work. The investigation laid hold of a theoretical and methodological outline that helped the understanding of the building process of the reading habitus of the teachers and the development of their pedagogical work. It was utilized the theoretical approach of Praxiology proposed by Pierre Bourdieu. This theory made possible to exame how the agents[teachers] incorporated a set of stable aptitudes during their lives in the diverse environments of socialization. The analysis related to the reading process and the importance of it in the school were based on the searches of Koch and Elias (2006), Alliende; Condermarín (2005), Silva (2005), Antunes (2003), Bamberger (2002), Borges (2002), Leffa (1999), Solé (1998), Soares (1995). The fundament of the issues related to the teachers and their formation was derived form the ideas of Pimenta (2006), Lima & Sales (2003), and Tardiff (2002). This investigation is based on the research quality approcah and among the possible methodologies, the history of life was chosen, following the ideas of Josso (2006, 2004), Poirier, Clapier-Valladon, Raybaut (1995). So, were utilized narrative interviews and the subjects discourse orally about their histories focusing on the reading experiences. The recount of subject histories and their relation with the reading represent a possibility of comprehension of their formation trajectory, their conceptions of reading and their pedagogical praxis. Thus the teachers produced a knowledge of themselves and of the formative process unfolded according to the remembrance of the experiences narrated. The collection of narratives forms a panorama of the trajectories of the teachers since it discloses experiences with reading in diverse places and reveal some of the influences of these reading praxis in their pedagogical work. The present research shows that reading has favoured the cultural enrichment of the subjects and for this very reason it cannot be seen as a mere reproduction of institutional meanings. In this manner, it marks the need of feeling reading as lively process that enables a judicious participation in the world and a thoughtful stand before the reality of the present society. The study still takes in consideration that the pedagogical work developed by the teacher should not happen randomly, but it should riquire an adequate planning where the students may be seen as subjects. This investigation does not exhaust the study of the issues related both to the reading and the pedagogical praxis. These ones deserve a more accurate exam in order to provide answers to the low performance of the students in tests on a large scale.