O perfil leitor dos professores de língua portuguesa das escolas públicas municipais de Passo Fundo

Abstract

The objective of this research is to trace the relationship between Portuguese Language teachers and the municipal public schools of Passo Fundo with the reading: to examine the reader profile of these teachers working with the final years of elementary school, as well as specifically to analyze the trajectory of reading and their training as a reading or non-reading teacher; to ascertain the conceptions about literature: how to read and what to read in the municipal educandários; questions that point not only to the linkage that these educators have with the discipline they teach, but also to the way in which reading is structured in practice. In this way, a qualitative and investigative field research was carried out, applying a questionnaire with objective and dissertative questions to reach real information, and the collection of data, spontaneously and absolutely free by the respondents, being in loco, in the their own schools of work. With the analysis and interpretation of the data of a theoretical approach between the reading and the teacher of Portuguese Language, based on the theoretical assumptions of Arnold Hauser (1977), Ezequiel Theodoro da Silva (1998, 2009), Jorge Larrosa (2002, 2003) (2000, 2008, 2009, 2010), Regina Zilberman (2001), Ronald Barker and Robert Escarpit (1975), and Vera Teixeira de Aguiar (2013). several factors and that these are differentiated for each teacher. One of the reasons for this was the workload of more than twenty hours, the limited time / hours for reading and, also, the proximity to the reading that precedes the school environment; it was concluded that the family, with the presence of a discipline and an ethical origin, is determinant for school success, with the existence of outstanding figures such as educators / mediators in childhood from the point of view of relations with reading and books, is paramount t his progress as a literary reader, and understanding his own growth as a subject of his reading has considerable effects on pedagogical practice. Also, it was found that teachers do not read the considerable and exteriorize a fragile relationship with reading, making it, for the most part, conventional for the 21st century. Nevertheless, it was inferred that Portuguese-speaking teachers from municipal public schools in Passo Fundo are readers and that they are connected to different reading genres, especially self-help and best-sellers.