Modos de leitura de alfabetizadoras: história, memória e representação

• Ano de defesa: 2005
• Autor(a) principal: Araújo, Osmar Ribeiro de
• 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: Educação; Leitura; Formação de professores; História oral; Memória e representações; Alfabetização; Education; Reading; Formation of teachers; Oral history; Memory and representations; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13755

This research is inserted in the field of discussion about reading, enlightening questions relating to the teachers who teach children how to read and write in the educational system of Uberlândia reading ways. To be able to achieve the proposed aim, we used the theme oral history as a method of investigative work. Therefore, using interviews with five read and write teachers, who work in the first grades of elementary school from the city and the country, we tried to reveal and understand their reading history, as well as the work they do with reading in class. We have followed a route of theoretical thinking, outlining in the Introduction the chosen methodological way and the reasons why we have made our options. In order to do that we have worked with the current conceptions about the oral history as a research tool. In the first chapter we focused on some theories about subject constitution and its speech space, emphasizing its relation with language. Our aim consisted in understanding, based on the this theoretical light, the teachers identity as subjects that tell their histories from the places they take up and perform teaching. Some personal information was also highlighted in the final part. In the second chapter we have worked with the education history, memory and representation. We have established some analysis, relating the teachers descriptions with these knowledge fields. In a more emphatic manner, in the third chapter, we have analyzed the teachers reading ways. In the fourth chapter we have explained the findings made in the research, made relevant points about the meaning of reading to the teachers, their representations as readers and educators stand out. We have finished the study commenting about teaching work, expressing a little of our utopia about education.