Entre leituras, prosa e viola: ler, escrever e conversar na formação de professores de literatura e produção textual da rede pública municipal de Lages/SC

• Ano de defesa: 2024
• Autor(a) principal: Oliveira, Evelise Pinto Rosa Faraco de
• Orientador(a): Verardi, Fabiane
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Instituto de Humanidades, Ciências, Educação e Criatividade - IHCEC
• País: Brasil
• Palavras-chave em Português: Literatura (Ensino fundamental); Professores - Formação; Leitura
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede.upf.br:8080/jspui/handle/tede/2642

This research aimed to accompany Literature and Production teachers Textual, from the municipal network of Lages, Santa Catarina, Brazil, during the meetings of continued training for pedagogical development and improvement. O The objective of this thesis was to investigate the experience/meaning relationship, through literary reading, with teachers, through reading, writing and dialogue, in addition to presenting the practices of continued training during seven meetings in 2019 for Literature and Textual Production teachers, with the intention of expanding the reading conceptions and opening up new pedagogical possibilities to act. Contributed to the reflection, concepts from Mikhail Bakhtin (2011), Michèle Petit (2019) and Jorge Larrosa (2019), as well as other authors who helped us in understanding of the conception of reading and contributed to the analysis of the object of study, such as Rildo Cosson (2014). We had the participation of thirteen public and municipal school teachers, who worked in the initial years of elementary education with the Literature and Text Production curricular component. A Based on the data collected in permanent education meetings, we present the description of the activities developed, within the support of Content Analysis Bardin (2011), divided into categories of analysis called a) conception of reading; b)time and space; c) teacher and student relationship; d) planning and text restructuring; e) acting as a teacher, in addition to teaching methodology Action research by Thiollent (2011), based on the research theme, training teachers of Literature and Textual Production, through school practice and the involvement of training, presented as analysis elements. The change occurred due to teachers' vision, through their school experiences, planning and ways of conducting their work, they realized the positive points of expand their reading concepts and what needs to be improved in the search for training of new readers in the education network in the municipality of Lages.