Perfil e trajetórias leitoras das concluintes de Pedagogia : um estudo de caso em Itapiranga/SC

Abstract

Within the scope of this study, it was taken into account that reading should be a concern in all areas of knowledge, especially in the Pedagogy course, whose professionals will act as reading mediators in Kindergarten and in the early years of Elementary School. Therefore, it was questioned: How is the reading formation of the graduating academics of the Pedagogy Course at UCEFF-Itapiranga/SC constituted, through the influence of reading mediators? In an attempt to answer this question, this investigation aims to trace the profile and reader trajectories of the graduates of this course. The thesis was defended that reading practices and trajectories interfere in the reading profile of course graduates. To this end, the following specific objectives were chosen: a) to identify the types of readings that were made available to graduating academics; b) investigate the influences on reading practices, identifying spaces and ways of reading, in the analytical understanding of the influence of family, school and other spaces; c) map the characteristics of the readings performed and their reading preferences; d) reflect on whether there is the presence of literature in the course curriculum and how it expands the reader's reference of these academics. We opted for an analytical descriptive research, through the application of a questionnaire with the graduating class of the course. Data were analyzed in light of the content analysis proposed by Laurence Bardin (1977). Theoretical contributions of Vicente Jouve (2002, 2012), Alberto Manguel (2004, 2014), Arnold Hauser (1977), Jorge Larrosa (2003), Chantal Horellou-Lafarge and Monique Segré (2010), Roger Chartier (1999, 2002, 2009,) were used 2016), Teresa Colomer (2003, 2007) and Robert Escarpit (1974, 1975). The following hypothesis was elaborated: the trajectories and reading practices of the graduates of the course can influence their reading formation. The results obtained are indicators that, during the course, the academics did not expand their reading repertoires and literary collections, which could compromise the training of readers and reading mediators.