Os saberes docentes e a formação de leitores literários

Abstract

This research stems from the fact that the role of teachers working in early childhood education and the early years of elementary school as readers’ mentors is essential for the development of critical citizens; however, initial teacher training often does not provide sufficient support for this practice. The central question of the study is: From the teachers’ perspective, what knowledge acquired during their initial training in Pedagogy is mobilized to mediate the training of literary readers in Basic Education?? The study’s general objective was to analyze the knowledge constructed during teachers’ initial training and its contributions to mediating the development of literary readers; and its specific objectives were: I) to understand teachers’ perspectives on the contribution of initial training to their role as literary reader educators; II) to identify the pedagogical conceptions used by teachers in the development of literary readers; III) to investigate pedagogical practices, challenges, and possibilities in the formation of literary readers; and IV) to develop an educational product, in the format of a literary reading circle and discussion of successful practices, based on the information collected in the field, in order to address potential gaps in the initial and continuing education of teachers regarding their qualifications to train literary readers. Based on the discussions, it was concluded that the undergraduate degree alone does not prepare teachers to foster literary readers. However, it was also possible to identify that this scenario has been mitigated over the years and through the reformulation of Pedagogical Course Projects (PPCs). Furthermore, the findings revealed that, to mediate literary reading, pedagogy graduates primarily mobilize experiential and curricular knowledge. A low mobilization of disciplinary knowledge was observed among most participants, given that the majority did not have specific courses focused on literature. Educating teachers who will mediate the development of literary readers goes beyond the pursuit of better global assessment scores. It represents a political, pedagogical, and ethical commitment to individual emancipation, ensuring access to imagination, critical sensitivity, and respect for distinct cultures.