A autoria e a leitura no discurso do professor autor de textos na Revista Educadores em Ação

• Ano de defesa: 2012
• Autor(a) principal: Cantuário, Marta Fontoura Queiroz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Autoria; Leitura; Formação docente; Publicações periódicas; Análise do discurso; Revista Educadores em Ação; Professores Formação; Authorship; Reading; Education journals; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13883; https://doi.org/10.14393/ufu.di.2012.194

This work is the result of a research into the teacher speech that published texts in the Educators in Action Journal about authorship and reading, from July 2002 to December 2009. The development of the argument of the thesis was based on the main goal of investigating the experiences and conceptions of three teachers authors on the authorship and reading through an interview with 35 question related to this theme. The research showed the following specific objectives: to analyze the issues of the journal Educators in Action and how it fits into the national panorama of scientific magazines on educational roles; to identify the influences of authorship and reading in the teacher history and formation; and to understand the authoring process experienced by the teachers investigated in relation to the Educators in Action Journal. The data were covered in three chapters: the first Weaving the threads of research methodology which presents the methodological approach for discourse analysis and historical research; the second chapter Authorship and reading on the history and in the printed pages that brings a study of authorship and reading from the oral to literate cultures, with emphasis on educational serials publications and Educators in Action Journal; and the third The teacher speech about authorship and reading that analyze the teachers conceptions, formation and experience with authoring and reading. The question of identity, subjectivity, context, discourse, pedagogical work organization and teachers formation permeated the arguments of each chapter, allowing for reflection the importance of Educators in Action Journal in the current context and the authorship and reading process for the teachers interviewed.