Práticas de leitura de professoras de educação infantil: narrativas de professoras - Catalão-GO

Abstract

The present research is about the reading practices of teachers for child education that work in a day nursery of the city of Catalão, in the state of Goias, Brazil. The aim of this research is to provide cartography of the reading experiences of these teachers in order to analyze how they became readers and how this process is still developing. The idea is not to define the meaning of reading, but with what it works and how in terms of intensity and its connections. Therefore, the main question to be answered with this work is how these teachers for child education became readers and how this process is still developing? The methodology is based on narratives produced by five teachers that work in a day nursery. The teachers were requested to write their reading experiences in the form of narratives. Those narratives were on their first experiences with reading, the memories of the earlier stage of learning how to read, their readings during childhood and adolescence, reading at school, their reading spaces, the moments of reading, their reading practices at last. The theoretical framework is based on Deleuze and Guatarri, Chartier, Agamben, Larrosa, Butler, Louro, and other authors. The map of the narratives provided by the teachers point to reading territories composed by protocols and imperatives that give them a sensation of incompleteness and even makes them believe they are not as good as they wish to be as readers. Even though, the narratives provided ground to perceive the lines of flight, the movements of deterritorialization and destratification that have potential for becomings: becoming-teacher, becoming-woman, becoming-reader, and becoming-child.