THE REFRAME OF READING TEACHING PROVIDE BY TEACHER TRAINING: A CASE STUDY FROM LIFE NARRATIVES

Abstract

In this article, which is a result of our studies in the Master's course, we have as main objective to analyze conceptions of reading that emerge from the narrative of experience and praxis about reading by a literacy teacher who, at the time she was interviewed, was still graduate student in Pedagogy. For this, we start from the theoretical considerations of Kleiman (1997), Silva (1999), Koch; Elias (2012) and Braggio (1992), authors who synthesize the main conceptions of reading that guide pedagogical actions within the scope of teaching this skill. Methodologically, we established a dialogue between the ethnosociology of Bertaux (2010) and the clinical data collection and analysis approach proposed by Vasconcelos (2005), defending a methodology that adopts life narratives as an object of analysis in an inductive perspective of hypothesis construction, based on the case studies. The analysis shows that the experiences of the teacher, in her narration, were traumatic, as they were only a way to evaluate the interpretation. As a result, the theoretical-methodological discussions reframed the way the teacher selects activities to work on reading. We conclude that it is important to have a solid initial and continuous professional training that can make teachers always rethink their conceptions and methodologies.