Concepções de Leitura: Compreensões de Docentes Alfabetizadores.

Abstract

Reflection on teaching work has been gaining ground in recent years and has become a theme for researchers who are concerned with issues related to the teaching-learning process. The formulation of programs aimed at the continuous training of teachers is a recurring theme, whose main objective, in contributing to their professional development, is to raise the level of student performance. Many of these programs are being carried out in a collaborative manner between different public authorities, with the partnership of Higher Education Institutions (IES), such as the National Pact for Literacy in the Right Age (PNAIC), which has as its central axis the continuing education of literacy teachers. In order to strengthen this process of improving literacy, this qualitative work seeks to understand the reading conceptions of teachers in the literacy cycle, to understand how teachers conceive the reading process and translate it into the classroom, therefore the work aims to meet and discuss reading conceptions of teachers participating in the formation of the PNAIC. Theoretically, we rely on SOARES (2003), ROJO (2009), BAKTHIN (1995), VYGOTSKY (1998) and the materials developed for the PNAIC Formation. Methodologically, we analyzed interviews with literacy teachers from two municipalities of Paraíba (Picuí and João Pessoa) and followed reading practices in the classroom. Among the main conclusions of our work is the perception of consistent reading practices the perspectives adopted by the PNAIC.