Tecer e (re)bordar: histórias de leitura em narrativas docentes

Abstract

This dissertation focuses on investigating stories for reading teachers. Based on Walter Benjamin's critique of modernity and the idea of progress which results in wasting the art of narrating and exchange experiences (BENJAMIN, 1994), the research tries to understand, from oral narratives, as five teachers who worked with continuing education of teachers in the municipality of Niterói/RJ were building-along their trajectories relationship with reading and literature. Investigate about the movement of training of teachers as readers makes us reflect on the conceptions of reading as experience and literature as living expression to rethink life, the place the individual in the world and the interweaving of social and individual in the process of (self) formation. In addition, rescue, by means of reports of memory, stories and experiences help us understand not only the multiple forms of training, but also cause us to think we are constituents of our own stories and that some practices related to the Act of reading, some placements of subjects as readers and possible limits and potentialities of reading and literature in the process of personal and professional Constitution of the individual are fruits of historical buildings and produced individual and relations collectively. The dissertation includes also a discussion about the continuing education of teachers in the context of research for understanding such subject as crossing. The methodological choice is anchored in the discursive dimension of language (BAKHTIN, 2011; 2014) which leads us to the defense of the interview as a dialogic space of entrefalas and contrapalavras; and examining the potential force present in the speeches, seeking to understand at the meeting with the polysemy and the polyphony of the narratives the effects of sense of what was said. The contribution by the present text is, above all, from the dialogues, fabrics enable opening of horizon of possibilities (BAKHTIN, 2011) that may lead us to new and others senses and reflections in the field of education, reading and continuing training of teachers.