A leitura acadêmica na formação docente: dificuldades e possibilidades

Abstract

This article reflects on the importance of reading for formation of teachers concerning aspects related to the frequency, the goals and interests of academic reading. For that,-It is based on mainly in the work of Kramer (2002), Cavalcante Jr. (2005a, b), Freire (1993) and Matêncio (1994). For its implementation, we rely on the participation of students in a School of Education, enrolled in a course of the seventh semester of the State University of Ceara. The students completed a questionnaire related to their profile-reader and the difficulties and possibilities of academic reading at the university. The results show that reading academic texts should be a component so that students can gain new learnings. Moreover, reading academic texts that relate theory and practice should be constant for the professional future may be based, as Farias (2009), their teaching knowledge and actually produced given the order to build skills in reading interlocutives. Thus, professors should prioritize texts of interest to students so that they can read them setting their goals for reading and also realizing ties with their professional practice, since the frequent use of metacognitive procedures are required when reading academic texts.