O agir docente nas práticas de ensino de leitura: o que nos dizem os professores do ensino médio.

Abstract

This study aimed at exploring the configuration of the teaching act in practices of teaching reading from the teachers’ speech about their actions. Assuming that the act is guided by theoretical conceptions of reading and also by plans related to reasons, intentions and motives, this research aimed, specifically, at: (1) Identifying the theoretical conceptions of reading that guide the teachers’ act at high school; (2) Verifying teachers’ plans that guide their practices of teaching reading, and (3) Analyzing what do the teachers say about their practices of teaching reading. Our theoretical background is based on the contributions of the Socio Discursive Interactionism Theory (BRONCKART, 2006, 2008, 2012 [1999]; CRISTOVÃO, 2008) which allowed us to analyze the teachers’ act by their own speech. We also used the assumptions of the Labor’s Science, specifically, of the Clinic of Activity and of Ergonomics of Activity (CLOT, 1999, 2006), and also on the studies on teaching and learning of reading (KLEIMAN, 1999, LEFFA, 1999, CORACINI, 2005, SANCHEZ, 2007). This is a qualitative-interpretivist and ethnographic research developed by semistructured interviews, classes recordings and self-confrontation sessions. The sessions and interviews were carried out with three teachers of public schools who teach at high school.The data analysis showed that teachers - participants, to talk about their actions reveal reading concepts that guide their actions, namely: the ascending design and reading as a social practice . The plans of action that were present in the teachers' speeches are the motivational order, intentional and resources, which are mobilized by teachers during the course of work. Finally, as to tell the teachers about their reading teaching practices , they show that teaching is permeated by difficulties that interfere with their actions , however, also reveal that need to improve their teaching practices , indicating an awareness of the own act.