O trabalho docente na formação inicial de professores para o ensino da leitura

Abstract

The purpose of this text is to show the results of a Master’s Degree investigation associated with the “Languages, Cultures and Knowledge” line of the Post-Graduate Program in Education at the Federal University of Juiz de Fora (PPGE/UFJF) which sought to answer the following investigation question: What does the teaching work of an educator teacher of the Pedagogy course involve in the professional education for the teaching of reading? The main objective was to review and understand the teaching work for the teaching of reading in the context of initial education, in order to also contribute with new curricular dynamics in teacher preparation courses. In the light of the theoretical-methodological perspective of Sociodiscursive Interactionism (BRONCKART, 2006, 2015; MACHADO, 2002, 2004), Activity Clinic (CLOT, 2007; 2010) and considering the importance of teaching reading (KLEIMAN, 2008, 2011; CAFIERO, 2005; SOLÉ, 1998), we tried to review the prescribed, planned, performed and real work in the teaching of reading-related theoretical and methodological proposals made by an Undergraduate Pedagogy educator teacher. To that end, we performed a documentary review of the teacher's prescribed and planned work; observations and notes in a field diary to register the work; and, in order to understand the real work, we talked and conducted an interview with the teacher. We argue that being a teacher is developing a job that requires specific preparation and professionalization, i.e., the focus of teacher preparation courses should be training for a profession (NÓVOA, 2017). We also believe that, in the case of a Pedagogy course, language-based training is necessary, because if students do not have any teaching and learning experiences that are based on the use and reflection of the characteristics of our language, then there is a risk that these future teachers will not know how to deal with the current requirements for their work, which indicate that language work must be developed from textual genres (GARCIA-REIS, 2017). We further considered that reading is a teaching-learning object that must be worked on in the initial preparation (SOLÉ, 1998; BUTLEN, 2016). Thus, these reviews reveal that the teaching of reading is taking place in the initial education of the Pedagogy course at UFJF. However, there is not yet, in the reviewed subject, any work focusing on multi-courses; the requirements for the work of a teacher are vague; an educator teacher has the autonomy to plan and redesign their classes; they are committed to education for the implementation of language education teaching practices and is aware of their didactic-methodological choices; there was evidence of personal and professional development by both the educator teacher and the work analyst (Master’s Degree student).