A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental.
Abstract
In the exercise of the teaching, teachers of the Final Series of the Fundamental Teaching have
come across a significant amount of students that doesn't present necessary basic reading
abilities for the learning of specific contents of the several disciplines. In that perspective, we
brought up the following research question which guided the present work: How do the
teachers of several disciplines of the Fundamental Teaching final series conceive the reading
and its teaching? To answer to that questioning we figured out as general objective, to
understand the reading conceptions that permeate the teacher's pedagogic practice of the
several disciplines of the Fundamental Teaching final series. The theoretical referential is
ruled in the studies of Imbernón, Pacheco and Flores, Nóvoa and Mizukami, which have been
pointing important contributions for the debate and construction of knowledge on the
educational formation and the teacher's professional development and also in the studies of
Chartier, Kleiman, Silva, Solé, which conceive the reading as a continuous process, complex
and plural, supplying important contributions for its discussion in the education field. The
methodological procedures were orientated by the principles of the qualitative research in
education, especially the valorization of the teachers' voice, trying to understand their
conceptions, their knowledge and faiths as basis of their work with the teaching. As data
collection instruments were used the semi-structured interview and the analysis of written
materials (course plans, class script and written activities). Five experienced teachers of the
disciplines Sciences, Geography, History, Mathematics and Portuguese took part in the
research. They teach from 5th to 8th series of the Fundamental Teaching at a school located in
the rural area of the municipal district of Feira de Santana, Bahia. The collected data were
contained into five analysis dimensions, that is, reading definition, school and reading
relationship, reading and specific content relationship, the student's relationship with the
reading and the teaching process and reading learning in different disciplines. As result, is
possible to stand out that the teachers present in the most conceptual dimensions, a wide,
continuous and dynamic conception about the reading. In the dimensions that involve the
student and the classroom, a certain distance is verified between what they speak and what the
theory proposes. However, it is noticed in the practices reported by the teachers, indications of
a search movement for innovation of the daily practices. They recognize the need of the group
work involving the whole school around the learning of the reading. We stand out the
continuous formation that happens in the exercise of the teaching and in the group work in the
school, as a possibility for the teacher to build strategies that contribute with the student's
development in what refers to a competent reader's abilities.