Formação continuada e prática do professor: implicações para a mediação da leitura.

Abstract

This dissertation deals with studies that emphasize the importance of initial and continuing teacher training, with focus on Portuguese Language. In general, we aim to present suggestions for the elaboration of a didactic-pedagogical intervention proposal, in the form of a course to train mediators of reading and production of textual genres, applicable to primary school teachers II. Specifically, we propose by the present investigation: to discuss, from a theoretical perspective, the importance of continuing education for teachers, especially those who work in basic education, mainly as mediators of reading; map, in the form of a memorial, significant moments of the formation and performance of the researcher from basic to post-graduate education and its implications for pedagogical practice; to analyze, from the theoretical bases assumed by the research and the presented memorial, how the initial and continued training strategies provided to the teachers of the basic education, especially to act as mediators of reading; to present suggestions for the elaboration of a didacticpedagogical intervention proposal, in the form of a course to train mediators of reading and production of textual genres, applicable to teachers of Elementary School II. The research is essentially of a qualitative nature. The theoretical bases sought were based on theoretical foundations on the importance of initial and continuing training for teaching, especially the Portuguese Language teacher. To that end, the works of Tardif (2002), Sacristan (1999), Nóvoa (1999), Ibernón (1999), among others, on initial and continuing teacher training; the National Curricular Parameters (BRASIL, 1998) on the mediation of reading in elementary education II; Bakhtin (1992), Marchuschi (2008), Schnewly and Dolz (2004) on the importance of textual genres and work from the adoption of didactic sequences for the mediation of reading and textual production by elementary school students II. We conclude that teacher training courses at the initial and continuing levels, especially in the Portuguese language, must invest in actions that highlight the importance of the uses of textual genres and the adoption of didactic sequences as indispensable resources for reconfiguration of reading practices and textual production by students and teachers, especially in the area of elementary education II.