Os sentidos da constituição leitora nas narrativas de alfabetizadoras-diamantes : da escav(ação), lapid(ação) à (trans)formação

Abstract

In order to understand the reading constitution of female literacy teachers, this text presents the results obtained with this master's research, linked to the line "School Cultures and Languages" (PPGE/UFMT) and the Study and Research Group "Oral Language, Reading and Writing in Childhood" (GEPLOLEI/UFMT). It also aims to know the condition of production and the reading constitution of the literacy teachers; Identify the history of reading of the literacy teachers of a school in Diamantino-MT; understand, through the narratives of the teachers, the multiple meanings in which the readings are produced and how they attribute meaning to the texts read; To rescue the memories and give new meaning to the constitution of the reading production of literacy teachers through literary workshops and formative workshops; and to contribute collaboratively, through the formative workshops, to the re-signification of the memories of reading and the literacy formation. The focus is on the problem of reading narratives and on the conditions of the constitution of the reading subject. It seeks to understand what moves the teachers, invited to the research, in this production, the conditions and the discursive and imaginary formations in which they inscribe themselves, and the interpretative competencies of each subject-reader. The discursive possibilities were analyzed through the narratives of training of the literacy teachers of a Municipal School in Diamantino - MT, from a discursive perspective, anchored in the collaborative research methodology. The results of the review of specialized bibliography on the theme are presented and we highlight, among others: Kleiman (2002, 2005), Smolka (1997); Geraldi (1996); (Magnani or) Mortatti (2018); Kramer (2010); Girotto (2018); Orlandi (1995); Nóvoa (1992); PCNs; BNCC; Neira (2007); Soares (2006); Geraldi (1998); Halbwhachs (1990). Data were collected through participation in six meetings, called: Workshop I: On the way let me tell you; Workshop II: From the lambaris that we were to the Marias Antonias that dwell in us; Workshop III: Imaginary and discursive formation in the production of reading; Workshop IV: Excavating memories and lapidating women- diamonds; Workshop V: Tell again- memories of our encounters: I will write to forget. After analyzing these narratives, it can be concluded that the constitution of reading in childhood supports the reading formation of the individual and that the memory of reading guides the reader and builds him/her as a human being. Also, that there is a need for further research on this theme in the state of Mato Grosso. Thus, we work with the memories that constitute meanings for the literacy teachers through their polished narratives in DiamantinoMT. Just like diamonds, the narratives of these women/mothers/teachers show singular characteristics (shapes, marks, sparkles) in their constitutions as readers since childhood/youth, with experiences/life in their homes and at school. In this process (singular spaces and times, sometimes individual, sometimes collective) of excavation of memories (critical view of the past) and polishing of their own stories (reinventions and rewritings of the experiences of the past), we verified the possibility of other or new meanings and the (re)signification of these stories and this (re)thinking of the past itself in a conscious way.