A questão da leitura na formação contínua de professores de língua portuguesa : o que leem, o que discutem

Abstract

The central theme of this work is related to the continuous teachers training, here regarded as permanent development throughout their careers. It justifies the choice for the terminology continuous training, since it refers to the idea of process that occurs throughout their professional life. Another pillar of the research regards to the Portuguese Language teachers reading practices, which were analyzed along with the pedagogical intervention projects developed in the study meetings called Educator Room, which is a policy implemented by Mato Grosso State’s Department of Education. Questions that guided this study are: What were the matters diagnosed by Portuguese teachers in relation to such discipline, and what did they read in the Educator Room project in order to help them solve the problems? The Educator Room program has become a space for reading and proposing intervention subprojects related to the problems pointed out by the Portuguese teachers? Thus, central aim of the study was to investigate the problems diagnosed by Portuguese teachers in relation to the discipline in order to analyze if what they had read was related to their own practices and to the problems raised in the intervention projects at the schools surveyed. Since this research focuses mainly on school practice issues, its methodological approach is qualitative and ethnographic. The survey was carried out from two state schools in Pedra Preta in Mato Grosso where Educator Room meetings were looked at. Semistructured interviews and questionnaires were also applied to ten Portuguese Language teachers. In addition, there was also documentary analysis of official texts related to teacher training at municipal, state and federal scope. In broad lines, research analysis showed that the problems diagnosed by the subjects along with the students were: disinterest, low self-esteem, low reading proficiency, and spelling and interpretation difficulties. Although there are still many mishaps in teacher training as lack of adequate time and space, for most subjects it has still been something which urges collective work, as well as exchanges of experience among peers. Overall, data indicated that challenges to be faced are related to reduced wage and professional depreciation. With respect to the teachers’ reading practice, research showed that they use to read and, for some of them, readings have been useful in order to assist their reflection on their own practice, as well as providing teacher-teacher and teacher-student interaction. Others teachers’ reading practice have happened a bit hasty and afforded little reflection and connection to their everyday teaching practices, which do not correspond to needs identified by them in the assessed diagnoses. Therefore, as teachers appropriate the training not as a policy implemented by the government, but as an instrument of own professional development, make use of their right guaranteed by law, which purpose is to discuss the negative experiences in Brazilian education system.