Vozes que ecoam das (in) certezas: o que dizem as professoras alfabetizadoras iniciantes sobre a leitura de literatura?

Abstract

We have elected as objective of study for this dissertation, the reading of literature, originating from the following question: what are the meanings attributed by the beginning literacy teachers to the activity of literature reading? Considering that, literature reading is fundamental for the literacy process, in order to approach the word in a playful and plurisignificant manner. Thus, the literacy teacher needs to dominate aspects that are conceptual and practical to the activity of literature reading, which must be approached in the initial teacher training. This presupposes as a general objective: to understand the meanings attributed to the activity of literature reading, originating from the speeches of the beginning literacy teachers, working in public schools of Natal/RN. As specific objective, we intent to reflect on conceptual and practical aspects of the activity of literature reading in the literacy process, revealed by the beginning literacy teachers in their utterances. The corpus of data is derived from the methodology of Comprehensive Interview, with audio recording and reports on the field journal. The theoretical reference is based on the research that deals with the relation between literature and pedagogical practice, evidencing the contributions on the activity of reading literature in the classroom; the theories about the act of reading to formulate meanings and studies about the processes of reading and writing in the scope of literacy. The research indicates that the literacy teachers attribute meanings to literature reading activity and reflect on actions developed in the classroom, relating the theoretical and methodological aspects; they recognize that literature needs more openness in the academic curriculum and elementary schools, considering that it is an activity that helps in the schoolchildren‘s learning process. The speeches of the teachers also reveal that the time for reading literature is not enough, and that this activity is impaired at the expense of the short amount of time left over from other school subjects. Even with the shortcomings pointed out by the teachers, the work with literature reading activities takes place in the literacy classes, even though undeveloped, by some literacy teachers, who recognize that reading for their children contributes to the literacy process.