Leitura e formação docente : diálogos com professoras no contexto do pacto nacional pela alfabetização na idade certa (PNAIC)

Abstract

This research is linked to the Literacy and Literacy Research Group (ALFALE), the Graduate Program in Education, the Institute of Human and Social Sciences, Federal University of Mato Grosso –University Campus of Rondonópolis (PPGEdu / CUR / UFMT), in the line of research: Languages, Culture and Knowledge Construction: historical and contemporary perspectives. And it presents results of the research that has as central theme the reading in the teacher training. The research was carried out with three groups of teachers who participated in the National Pact for Literacy in the Right Age in Mato Grosso (PNAIC-MT): teacher educators (PF), study counselors (OE) and literacy teachers (PA).The study is qualitative with a focus on the case study. As technique and instruments of data collection was used the semistructured interview recorded in audio and transcribed and also a printed questionnaire. The aim of this research was to analyze whether, in the formation of the PNAIC in Mato Grosso, reading became a significant tool for continuous training. In this sense, it sought to answer the following questions: From the perspective of the participants of the PNAIC in Mato Grosso, did reading become a significant tool in the process of continuous formation? In the view of the researched teachers, what are the relations of reading in the continuous formation with the teaching activity? As a result, the research revealed that the training offered by the PNAIC in Mato Grosso contributed to the teacher training, since, according to the data provided, during the training they were inserted in a process of awareness, revisit and improvement of the work with the reading, also awakened the look at the importance of literary training in the school context and the knowledge that the teacher needs to have about reading and literature. Through the provision of didactic material and works of the collection by the National Library of the School Program (PNBE), the course provided opportunities to discuss methodologies for working with reading in the training context and beyond. The analyzes also pointed out that the teachers interviewed are called readers of texts, books, articles, journals focused on pedagogical issues, conceiving it as an important element for theoretical deepening. This fact, the continued formation of the PNAIC, was configured as a favorable space for the improvement of the teacher's reading practices.