A formação docente e o ensino da leitura na educação profissional e tecnológica: perspectivas, desafios e reflexões

Abstract

Due to the difficulties students have in understanding what they read and understand the construction of the meanings of several texts, this work seeks to investigate the extent to which initial and continuing training assists teachers of Portuguese Language in the development of reading teaching in the context of Professional and Technological Education. I used as main references to support this work, the theoretical contributions of: Frigotto (2012), Gramsci (2000), Manfredi (2002), Moll et al. (2010), Ramos (2010), among others, (for Professional and Technological Education); Freire (1992 and 2014), Gauthier (1998), Moura (2008), Machado (2008), Nóvoa (1992, 2000, 2009), Pimenta (2008), Rodrigues (2006), Tardif (2014), among others, (for Teacher Training); Kleiman (1989, 2007, 2013), Koch (2014), Koch and Elias (2015), Koch and Travaglia (2011), Solé (1998), among others, (for Reading in Portuguese Language Teaching). This research was developed with the Portuguese Language teachers of the Federal Institute Farroupilha - Campus Julio de Castilhos. The methodology used focused on the discursive analysis theory of Moraes (2003) and Bakhtin (1981; 1992; 2006), with a focus on the description and interpretation of discourses, therefore, of a qualitative nature, capable of exposing objectivity and subjectivity, besides allowing the interpretation and, mainly, the production of data from social relations. I have selected for the analysis three program of studies, one from each level of education, and kept in touch with four teachers working Portuguese Language on the Campus to conduct the interviews. I understand that the development of this work with the results obtained will enable the Portuguese Language teacher to reflect and self-evaluate his pedagogical actions, as well as to conquer spaces for the realization of continuous training, so that he can be assisted in the execution of his activities, so that the teaching of reading allows the student to better understand the world in which he is inserted, as well as appropriating linguistic resources, making him a more critical, conscious and active citizen in society.