Leitura deleite e formação docente: o saber pelo prazer

Abstract

The focus of the present research work is leisure reading, a sort of activity understood as a specific moment aimed to promote reading for pleasure so as to develop a wide range of knowledge and the contact with other texts. The methodological approach was based upon qualitative research and in-depth interviewing as the main method to collect data for the study. In those interviews, we attempted to answer the following question: Do the leisure reading activities designed for the continuing education of literacy teachers course of PNAIC (BRAZIL, 2012) change teachers’ reading practices? And if so, how?. In this regard, the main objective of this analysis is to comprehend whether and how leisure reading developed by the teacher formation course of PNAIC may alter literacy teachers’ personal and professional reading exercises. The specific goals are to identify which concept of alphabetizer teacher is expressed when educators refer themselves to the leisure reading term; to map kinds of practices, ways and forms of reading carried out in the teacher’s formation meetings; to verify changes in literacy teacher’s reading application as well as in his personal and professional life in order to enhance his pedagogical knowledge. The participants of this investigation were four alphabetizer educators who have recently participated on PNAIC’s formation meeting in the city of Pelotas, RS. In this sense, it was possible to verify that reading experience through the practice of leisure reading in teacher’s everyday life may be a way to reconnect the professional to literary reading and, consequently, to an intense contact between child and literature as a means to turn students into proficient readers (KRAMER, 2001; LAJOLO, 1982; 2009 and PAULINO, 2010). The ability to read literary productions allows not only the contact with aesthetic and ludic, but also inspires imagination and fantasy. Moreover, it establishes a link to new knowledge and the formation of a close line that marks the edges of fiction and reality (ZILBERMAN, 2009) and (CANDIDO, 1995). Considering Nóvoa’s (1992, 1995), Tardif’s (2012), Roldão’s (2007), Gauthier’s (2013) and Pimenta’s (2012) previous research, professional identity is formed through a balance between personal features and teacher’s trajectory. Therefore, the findings of this study suggest that, although the enlightenment from literary productions may be considered instances of experienced knowledge, that is, a set of subjective information not exclusivity related to pedagogical practices which belongs to teacher’s personal life, it is frequently not taken into consideration. Such issues, thus, shed light on the need for more fully explore this potential and bring about relevant discussions around the discovery of applications whose main interest is in the close relation between the self-experience and the professional one, factors constantly placed in opposite directions when, in fact, they should complement each other.