“Vocês estão me ensinando a ler”: reflexões sobre os sentidos atribuídos por professoras a um curso de formação de mediadores de leitura

Abstract

This dissertation, linked to the research line Language, Knowledge and Teacher Training, of the Graduate Program in Education at the Federal University of Juiz de Fora, has as its theoretical and methodological basis the contributions of Bakhtin's philosophy of language and the concepts of Vygotsky's mediation and experience. These made it possible to weave a dialogue between text and context, considering the responsibility of being the voice that understands the experiences of a group of teachers involved in the formation of reading mediators. This research seeks to understand how the experiences that took place in the training course can contribute to the teachers' experiences as readers and reading mediators. The research subjects are teachers from the municipal network of Juiz de Fora and undergraduate and graduate students who participated in a teacher training course constituted from a partnership between the Language, Childhood and Education Research Group (LINFE) from the Federal University of Juiz de Fora and the Teacher Training Center of the municipal network of Juiz de Fora. Data were produced through the analysis of two questionnaires answered by the teachers at the beginning of the course and at the end of the course, through participatory observation and field notes taken during the meetings. The data analyzed in this study were grouped into categories of analysis, which facilitate the understanding of the object of investigation. The results reveal that the mediation of readings carried out in the training meetings provided significant experiences with literature, which contributed to the production of meanings from the aesthetic experience with the literary text. In addition, the teachers' reading training allowed reflection on the importance of the teacher acting as an important mediation tool between students and the literary text