LOBO, Irinedes Alves de Araújo.
Resumen:
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.