Leitura no desenvolvimento profissional de professoras da educação infantil

Abstract

The present research is linked to the research line of “Languages, Culture and Knowledge Construction: historical and contemporary perspectives”, from the Graduate Program in Education, from the Human and Social Sciencies Institute, from the University Campus of Rondonópolis, from the Federal University of Mato Grosso, (PPGEdu/ICHS/CUR/UFMT), and is also linked to the Project “Reader in training, teacher in action: research on practices, projects and policies aimed at reading in the school context”, which in turn is linked to the group Alfale - Literacy and School Literacy. Therefore, the following problem-question is presented: what relevance do preschool teachers attribute to reading in their professional development processes? In this sense, to answer this question, it was settled as a general objective: to analyze the relevance that kindergarten teachers attribute to reading in their professional development processes, and this one, unfolds into the following specific objectives: identify the agents and/or training agencies that contribute to the professional development of these teachers by promoting reading; investigate the means and resources used by teachers to access reading materials; verify which reading materials teachers read for their professional development processes and what relevance is attributed to them; analyze which areas these reading materials are linked to and whether they are directly relevant to early childhood education. The research has a qualitative approach (BOGDAN; BIKLEN, 1994), with case study characteristics (LÜDKE; ANDRÉ, 2015), and had the participation of four teachers who work in a municipal public preschool in Primavera do Leste – MT. The following methodological procedures were used: bibliographical survey on the theme involved, questionnaire application using Google Forms platform, conducting semi-structured interviews using Google Meet and Skype platform and the full transcript of the interviews. It is understood that reading is essential for professional teacher development and the results show that teachers read reading materials that go beyond their teaching activities in the school environment, from the postulates of Bajard (2014), Britto (2012) and Chartier (1999, 2011) it is understood that the reading practices of teachers express a uniqueness intrinsic to the reader and professional identity, whether in the assertions about reading, in the ways of reading, in the textual materiality, which are reflected in individuality and collectiveness, attributing relevance to reading for training, focused primarily, on the demands that the teaching profession imposes. Regarding the process of professional teacher development, based on the assumptions of Nóvoa (1992), Marcelo García (1999), and Libâneo, Oliveira and Toschi (2012), it is clear that teachers invest in this process, whether in the personal, professional and organizational field.