Leitura e práticas de formação docente: o caso do Pró-Leitura

Abstract

This work is a qualitative study which aims to analyze teachers processes and practices throughout the continued instruction on the reading area to elementary and high school students, as well as how this teaching staff got the ownership of those processes and practices, pointing out the relationship wich passed by that instructive context. The teachers, who took part in the project Pró-Leitura a teacher-reader training, were privileged as interlocutors. Data were come by the non-structured interviews, written questions and documents; those data could testify the teachers were plural readers: they enjoyed varying literary genders but these reading practices are not often legimate, acknowledged. In such context, strength was related to tension and clash. There were multiple relationships among people, institutions and the distinct knowledge, while different attitudes emerged from teachers and instructors.