Leitura e escrita de gêneros discursivos na formação docente do curso de pedagogia.

Abstract

The teacher training involves the most diverse aspects, making the task of problematizing it. Recognizing this complexity, this research investigates reading and writing practices of discursive genres in teacher training in the Pedagogy Course of the Higher Education Center of Seridó (HECS/ UFRN). The research is based on the studies of Bakhtin (2016), Volochínov (2013), Carlino (2017), Fiad (2011), Nóvoa (2017) and dialogues with studies that discuss the reading and writing of discursive genres in the training of teachers, among others, Matencio (2006), Corrêa (2011), Andrade (2004; 2006), Carvalho (2004). It mobilizes a qualitative-quantitative and interpretative approach to the data. It uses an online questionnaire, which made it possible to map the discursive genres read and written in the Pedagogy Course, besides evidencing the purposes of the readings and the written productions made during the training. The results show a teacher training based on reading and writing discursive genres of the academic sphere, but not exclusively. They also reveal that there is a predominance of writing aimed at obtaining an evaluative, setting up in a problematic aspect of training. In addition, on the part of (a)s teachers in training, there is the predominant perception that the readings contribute to the development of the skills necessary for the teaching profession.