As concepções de leitura de professores em formação inicial e continuada: encontros ou desencontros?

Abstract

This work aims to show that teachers' conceptions of reading in initial and continuing education. In order to see what these concepts and their implications are, we will use as theoretical postulates the contributions of Braggio (1992), Martins (1992), Leffa (1996), Bronckart (2003, 2006), Clot (1999, 2006) e Cicurel (1974, 1996, 2001). The methodology used consisted of an interview with 25 teachers in initial training and 25 teachers in continuing education. The interview was the structured type, containing 10 questions. The result of this research has shown that the design of initial training for teachers of reading is more focused on an interactive conception of reading while teachers in continuing education tend to see reading as a process of decoding and unique interpretation of the text. This allowed us to conclude that it is ever more urgent the need to motivate teachers of schools to modify the practice of giving conditions for other practices are adopted and to investigate why the new times old practices still remain.