Em algum lugar do passado... investigando as relações que professoras alfabetizadoras estabelecem com a leitura a partir de suas memórias
Resumo
In this paper I analyze the reading memories narratives of six literacy teachers, teaching in
Cycle I (1st to 4th years) of the state education network, in the city council of São Carlos, São
Paulo state. As theoretical support, I sought input on studies which dealt with history of life,
teacher education, memory and narrative, and the history of reading and literacy. Also with
the vestigial paradigm support, I look for trails, signs and signals in their narratives that
indicate what their relationship with reading are, not only as teachers, but also as readers,
from the past to the present. Data analyzed shows that the teachers are readers of a reading
repertoire that is restricted to environmental and/or marginal literacy. (Kleiman, 1998).
Taking into consideration that they are responsible for the students reading education, it is concluded that these readings marginal and / or environmental not match with the form of
reading to them is required to stimulate in students, most prestigious and valued socially.
Their reports also show that the reading past experiences recalling exercise allows a reflection
on their pedagogical practice. This school life stories recalling has shown that knowledge is
not caught in isolation, and it is possible to find out, through these memory returns, some
clues that show, for example, the importance of family and school in the literacy process, and
these teachers personal reading conceptions. I believe that on understanding how literacy
teachers constitute themselves as readers, it may be possible to think of their reading stories as
a starting point or a way in to the expansion of their reading repertoire, aiming to a more
equitable distribution of the literate knowledge.