A Leitura Literária no Curso de Pedagogia Noturno da UFPel: o que dizem as Estagiárias?

Abstract

This master’s degree research is articulated of the research line: Teacher Education, Teaching, Processes and Educational Practices, from Post-Graduation Program in Education, Faculty of Education, Federal University of Pelotas (UFPel). The main purpose is to research and to find out how the literary reading was approached in the educational process of the interns from evening Pedagogy undergraduate course at UFPel. Furthermore, this study intends to investigate the interns' conception of literary reading; how they characterize the education process with regard to literary reading; highlights possible evidences (positives and negatives); among other points. The work is based on qualitative research and has as a data collection instrument the document analysis of the course’s pedagogical project, a semi-structured questionnaire and a semi-structured interview. The subjects participating in this research were nineteen interns, from the last semester of the evening Pedagogy undergraduate course at UFPel, the ninth semester, in the second half of 2019. The data approach was content analysis, presented by Moraes (1999). The theoretical contributions were mainly based on the following authors: García (1995), Nóvoa (1995), Pimenta (2006), Lima (2009), Paulino (2010), Cosson (2007), Zilberman (2009) and Machado (2001). It was highlighted as “results” that the interns from evening Pedagogy undergraduate course reflect about their education with respect to the theme “literary reading”, even though in a succinct way. Three of the interns interviewed used conceptual references about literary literature which are close to those presented by some authors: Rosa (2013), Prado (2003), Riter (2009), Ziberman (2009), however, explicitly, none of them cited an author to support their concept. All of them understand the relevance of the Literary Reading theme for teacher education and, mainly, for their future professional activities, but they emphasize the shortage of elective and optional subjects that deepen the theme in the course. Despite this, thirteen (13) interns took elective and nine (09) took optional subjects that addressed the theme in some way. Most of the interns, eleven (11), feel ready to perform literary reading in the classroom. Ten (10) interns attended some teaching, research, extension activity or other during the professional education. Throughout the text we lay enphasis on the necessary literary reading education, especially in a Pedagogy undergraduate course. Our premise is that the professional who works with this theme, must have a reading culture. It would be difficult to contribute to the construction of this reading culture with students, if the teacher does not consider the importance of the act of reading.