THE TEACHER IN CONTINUED TRAINING: DIDACTICS OF READING

Abstract

This text intends to present a reflection about how the reading practice of the teachers can interfere in the pedagogical actions in the teaching of the act of reading. This reflection aims to think how the actions of continuous formation can contribute to the change of the posture of teachers for the teaching of reading. Even if we live in a moment in which the actions of continuous formation, promoted by different institutions and public policies, present reading as the search for understanding and meaning of the text, we perceive a significant number of teachers who maintains the concept of reading based on the appropriation of signs Linguistic The question is how a teacher who does not like to read, does not have the habit and does not understand the concept of reading beyond the code can teach reading? The data for this reflection arose from the concerns that occurred during my practice in continuing teacher training actions. By observing the behavior and speech of the participants in the formations, I perceived a formal discourse-reading discourse as attribution of meaning, but the practices reported, formally and informally, were from a teaching centered on the code. The observations led me to realize that there is still a pedagogical practice based on common pedagogical sense, cliches and or paradigms based on practices sedimented by its own history of appropriation of reading.