Planejamento das aulas de leitura de literatura: o que dizem e o que fazem os professores

Abstract

The monograph "Planning Literature Reading Classes: What Does It Say What It Does to Teachers?" It comes from the research project "The planning of the reading class of literature and processes of mediators: forming readers, forming" (FREITAS / PROPESq, 2014). It aims to investigate the planning of the literature reading class from a teacher perspective, articulating their knowledge and their practices when planning the learner's encounter with the literary text. The study on the theme of planning is justified by the process plan in pedagogical practice, in order to provide a systematization of teaching action, structuring principle of school education. Investigate this process giving voice and nod as ideas and actions of the teacher constituted focus of this study, specifically not available in literature. The work is referenced in studies on planning, reading literature and the media. (AMARILHA, 2012, 2013, FONTANA, 2000, FREITAS, 2005, LIBÁNEO, 1994, SAMPAIO, 2005). The analyzed data were constituted from the application of the questionnaire and participant observation of the performance of two professors of the course of specialization Literature in the School, promoted by UFRN. The teachers are part of the public school network of the RN, teaching in classes of the 5th year of elementary school, initial years. The results reveal that teachers assign an instrumental vision to planning, especially at the beginning of the Specialization Course. However, as theoretical discussions and a repertoire formation enabled by the Course, favored conceptual and practical changes in the way the teacher understood and implemented the planning in his classes reading literature.