Letramento literário do professor de língua portuguesa: articulações entre saberes e práticas na formação continuada no sertão de Pernambuco

Abstract

We reflect in this thesis on the literary literacy of Portuguese Language teachers from public schools in the interior of Pernambuco in continuing education, aiming to contribute with proposals for changes in the education of readers. Thus, this research has the general objective of contributing to reflection about the literary education of teachers, aiming to subsidize them to face, with greater knowledge, security and understanding, the challenges posed to practices of literary literacy of students. The research has been also guided by the following specific objectives: to analyze how was constructed the literary education of 4 (four) female Portuguese Language teachers from two state/public schools where the research was developed; and to verify the possibilities for literary education of teachers in continuing education, to subsequently promote opportunities for those teachers to produce and apply Expanded Reading Sequences with the students of the mentioned schools. The methodological approach is based on a qualitative, action-research procedure, with analysis of data obtained through semi-structured interviews with four female Portuguese Language teachers from two schools where the research was developed. The researcher also has carried out 06 (six) workshops in continuing education, using the double conceptualization, a strategy that allows two simultaneous learnings: about the teaching object and about the didactic conditions to teach it (LERNER, 2002). Those workshops have been developed based on three objectives: to deepen the study of theories on literary literacy; to provide the teacher with an aesthetic experience through literary reading; and to elaborate Expanded Reading Sequences. After conducting the workshops, the researcher, assuming the role of participant observer, has observed the application of the Expanded Reading Sequences in the classrooms, making data records through notes on field diaries and recording videos. The theoretical basis that supports this research is anchored in studies on literacy and literary literacy, such as Street (1984, 2010), Soares (2002, 2012), Kleiman (2007), Cosson (2012), Paulino and Cosson (1999, 2010) among others. To discuss aspects related to teacher education and continuing education, this thesis is based on authors such as Neves (2002), Chimetão (2009), Freire (1999), Libâneo (2002), Lerner (2002), among others. From the analysis of the data generated during the research, it was possible to conclude as the most significant results: (1) changes in teacher education both as a reader of the literary text and as a literacy agent (2) understanding of continuing education, not as mere use of teaching practices and models, but as a way to plan and undertake their practice reflexively, thereby denoting a conscious and critical action in relation to the work with the literary text; (3) socialization of knowledge and carrying out joint planning within the team of teachers that in field schools, changing practices as literacy agents, results that are considered here as empowerment, the core perspective of action-research; (4) adherence of students in the classes observed to the proposed Expanded Reading Sequences undertaken, represented by readings of literary works and production of interpretations with socialized results in the classroom, denoting the incorporation of literary literacy practices in the pedagogical role of the female teachers.