O perfil leitor dos professores das séries iniciais das escolas públicas municipais de Seringueiras, RO

Abstract

It is essential that initiation into reading is surrounded by affection and stimuli that make this meaningful practice. In this sense, the figure of the teacher is essential to awaken the beginning reader. willingness to read, it is not enough for this person to just work on reading as a mere component curriculum, before becoming an assiduous reader himself. Aiming to expand understanding regarding this topic, this work aims to present the reading profile of teachers of the initial grades of elementary education in the municipal public schools of Seringueiras, analyzing the influence on the formation of student readers. A methodology of qualitative research through the application of questionnaires to examine the experiences of reading of teachers throughout their lives and identifying how they influenced their relationship with reading and literature. The core of this study is 26 teachers working in four municipal public schools in Seringueiras. These educators are responsible for initiating of students in systematic reading. To involve all teachers who teach in the grades initial (1st to 5th year), together with the questionnaire, each pedagogical coordination and school management received an invitation letter of introduction. The results highlighted that the reading journey of educators began in the early years of schooling, and they were often encouraged by the family and school environment, highlighting the importance of these contexts for the formation initial. During the academic career, reading had a greater objective in acquiring knowledge. Technical knowledge, reflecting the shift to a more utilitarian approach to reading. It was possible to verify the complexity of teachers’ reading training influenced by diverse experiences throughout life. It was observed that, in general, these professionals have a limited reading repertoire, most of the books read by teachers comprise works available in the school space. Furthermore, choosing a teaching career based on personal inclination indicates that Semec teachers are not just looking for a means of subsistence, but rather a profession that brings them fulfillment and personal satisfaction. The research provided teachers the opportunity to revisit their reading history, from childhood to the present. Based on the results obtained, it is possible to identify opportunities to strengthen the mediation of reading, encouraging the practice of reading and promoting a taste for literature. Furthermore, the data obtained here can contribute to supporting public policies and teacher training that aims to strengthen reading at school and in society.