Leituras de professores de pedagogia de instituições particulares de ensino superior em Belo Horizonte e algumas implicações nas suas práticas docentes

Abstract

Seeking to approach the cultural universe of readings from Pedagogy teachers of private schools in Belo Horizonte, in the course of their training as readers and in their everyday actions as teachers, this study attempts to analyze personal and social characteristics of these readings, and also check the way of their socializing with students. Thus, the purpose of this study was to obtain greater scientific proximity related to the formation and action of trainers of new basic education teachers coming from private schools that are a majority in the capital, compared to graduates from public institutions. Therefore, was attempted to contextualize the reading practices in a broader sense the social point of view. To give substance to the proposed discussions, was taken as a basis the horizon of interest of cultural history, according to the work done by Roger Chartier, and the sociological perspective of reading, according to studies of Lahire Bernard and Pierre Bourdieu. Regarding methodological procedures, we conducted the examination of reading practices, discourses and representations of teachers enrolled in the most recent sociological research on reading, who consider quantitative aspects fundamental, as well as qualitative aspects bias. It was also tried an anthropological approach that allows a different look for the subject, its history and the contexts in which they are inserted, allowing the analysis of heterogeneity and socio-cultural diversities. For this purpose, we used substantially, as research tools, semi-structured interviews with teachers. Later, this view was extended by direct observation of classroom, field notes, the application of a questionnaire to students in observed classes and the analysis of the teaching of some subjects plan. From a preliminary selection from lots of data available, the first chapter of the thesis describes the theoretical and methodological approach adopted for this research. The second chapter features the group studied sociologically, showing the demographic, educational, economic, social, cultural, occupational and professional life indicators. Yet, were analyzed the of literacy these teachers, both academic and literary, considering the relationship with the textual genres and habits and ways of reading. Are presented, in the third chapter, fragments of reading practices memorys of teachers, involving the formation of readers in childhood, interference of the family and school in this training, the period of life in which more and read the most striking readings are presented in the third chapter. The fourth chapter discusses the profile of the students of Pedagogy, showing the conflicting reality of reading in the current university environment. In the fifth chapter, we analyze the events and literacy practices that take place in classrooms, highlighting the teachers' statements about the interference of their readings in their teaching; the resumption of readings for students in the syllabus; the relationships they establish with the students and the texts in literacy events; how to expand the universe of reading, reporting to other readers experiences they lived. Finally, we present some considerations, more interrogative than affirmative, pointing questions to be researched and detailed.