Formação do professor leitor nas séries iniciais do ensino fundamental.

Abstract

The present work proposes to discuss and reflect on the formation of the reflective teacher, in especially in the teaching of reading and writing. To this end, it was held at the municipal school of kindergarten and elementary education "Mariano Tomaz de Sousa" from the municipality of Sao Jose of Caiana in the state of Paraiba, during 2005, a study involving the universe of four teachers from that institution. In the case of quantitative research and taking into in view of the character of the problem to be investigated, which involves relations of the topic under study teaching, learning, data were collected through the application of a questionnaire used with teachers, focusing on issues related to: training the critical reader and autonomous, daily reading, continuous training, methodology in teaching reading. At difficulties in teaching reading, concept of reading resources used in the classroom, the importance of reading and writing these days. It also reports here, succinctly, the eight meetings with teachers from the mentioned school, in order to investigate the speeches pointed out in theory and the reality found in the practice of training in the teaching of reading. With the analysis of the data, we can infer that even having been submitted to a training that we call "traditional", some teachers managed, from the specific knowledge and pedagogical knowledge, build a "teaching knowledge" peculiar, which allows them to produce innovative action in some aspects of their trajectory professional. It is believed that this study should continue due to the relevance of the eL theme. the wealth of data collected.