A leitura na trajetória formativa de professores universitários e as implicações em suas práticas pedagógicas

Abstract

This research, whose object is reading and writing, sought answers to the following problem: What is the perception that university teachers have of themselves in relation to reading and writing in their formative trajectories? This was followed by the general objective of analyzing the perception that teachers have of themselves in relation to reading and writing during their training and the implications for their teaching practices in the UFAM/IEAA Languages course. The research was based on a qualitative approach, with Narrative Interviews as the data collection technique. The data collected was processed using Content Analysis. The research showed that the encouragement to read, developed in childhood, significantly favors school life, especially if the motivation comes from the family context, which contributed to the development of reading habits and writing skills. The experiences of the training process had implications for their pedagogical practices as Portuguese language teachers, in which reading and writing are essential for those who teach and those who learn.