O professor e sua relação com a leitura: ressignificar para aprender.

Abstract

Considering reading as fundamental to the process of teaching and learning element seek to answer the following question: How teachers formed / form readers? To elaborate both the objectives: to examine how teachers, the 1st year of elementary school, alumni / readers form; identify the conception of reading teachers; reflect how reading teachers work in the classroom and relate the readers practice their teachers practice the teaching of reading. So the teacher as facilitator of learning is the central person to awaken a taste for reading students in the 1st year of elementary school. We saw that reading is something greater than mechanically decoding letters and phrases decontextualized, because reading provides autonomy, interaction and creativity on the part of the reader and assigns meanings. The survey was conducted with three teachers identified by the names of Sun, Moon and Star, guaranteeing the anonymity of participants. The teachers are between 25 and 37 years, and two working in the city of Cajazeiras / PB and the city of Cachoeira dos Indios / PB. Methodology presented in the search type, subject, universe, collection instruments and analysis. Finally, we saw the development of the reading process is critical literacy is essential and that does not happen mechanically. Thus, the school must provide improvement, performance and taste for reading among children, but it is necessary, first of all, pay attention to teaching attractive and meaningful reading. Thus, we have seen through the lines that there needs to be contextualized teaching of reading and taking into consideration that learning to read is an ongoing process.