As práticas de leitura literária dos/as professores/as de língua portuguesa em formação inicial: o caso do contexto multilíngue guineense

Abstract

This thesis aims to investigate the literary reading practices of pre-service Portuguese language teachers at the Tchico Té Higher Education School (Escola Superior Tchico Té) in the multilingual context of Guinea-Bissau. To this end, our research was grounded in the theoretical framework of the Bakhtin Circle, studies that address teacher training from a reflective and ongoing perspective, and research that discusses language teaching from a nonnative perspective. The methodological approach is dialogic. Its objectives are exploratory, while its approach is qualitative. The interlocutors are pre-service Portuguese language teachers at the Tchico Té Higher Education School (Escola Superior Tchico Té), a Guinea-Bissau public institution that trains teachers for the third cycle of primary education and secondary education. To construct the data, we administered a reading profile questionnaire to 31 interlocutors to map and understand their reading profile. We also conducted participant observation and semistructured interviews with ten (10) pre-service teachers and one (1) teacher trainer. In three spheres—family, school, and university—where we examined the reading practices of preservice Portuguese language teachers at Tchico Té, the results indicate that the family environment did not prove to be a powerful factor in their literary development. In school, although there was some improvement, it also did not prove to be very significant in immersing them in literary reading practices. In higher education, the situation is different; it is here that they first effectively began their contact with literature. Regarding the value of reading, we observed that it is appreciated in three dimensions. First, as a means of relating to the language of instruction Portuguese which is not predominant in the multilingual Guinean context; second, as an act of subject constitution; and, finally, as an act of individual moral development. Regarding Portuguese teaching, we found that pedagogical practices are still based on the traditional perspective of grammar teaching, in which linguistic practice is greatly undervalued. In this sense, this study found the need to formulate actions aimed at developing reading practices in the multilingual context of Guinea-Bissau, especially in the school context, as well as initiatives on initial and continuing education, aiming at the adequate teaching of the Guinean language of instruction.