Syftet med föreliggande kvalitativa studie är att belysa flerspråkiga gymnasieelevers perspektiv på läsning av skönlitteratur i skolan. Detta görs mot bakgrund av forskning kring ungdomars läsvanor, läsmotivationsforskning, aktuella styrdokument samt utifrån ett sociokulturellt perspektiv. För att besvara studiens syfte och frågeställningar genomfördes fem elevintervjuer i årskurs tre på ett studieförberedande gymnasieprogram. Samtliga elever läser svenska som andraspråk. Intervjuerna är inspirerade av livsberättelseansatsen och har fokus på elevernas läsarhistorier. Resultatet av intervjuerna visar att elevernas erfarenheter av att läsa skönlitteratur i skolan varierar. Den undersökta elevgruppen har av sina föräldrar hört fiktiva berättelser som barn. Studien visar att eleverna uppfattar att det har påverkat dem på olika sätt, bland annat genom deras läsarliv. Elevernas erfarenhet av att läsa skönlitteratur i gymnasieskolan styrs av både plikt och tid, till skillnad från att läsa böcker under tidigare skolår. Studien visar också att lärarens engagerade ledarskap och ett positivt samspel är av betydelse för läsandet och deras personliga utveckling. Sett ur lärarperspektivet bör tid för läsning av skönlitteratur omvärderas, då forskningen har visat att läsning av skönlitteratur gynnar studier i andra ämnen men även individers sociala utveckling och delaktighet i samhället. / The aim of this qualitative study is to examine multilingual upper secondary school pupils’ perspectives on fiction reading at school. This is done with the background of research on young peoples’ reading habits, reading motivation research, current control documents, and from a socio-cultural perspective. To answer the aim of the study and the questions at issue five interviews with pupils in their third year of university preparatory program were carried out. All the pupils study Swedish as a second language. The interviews are inspired by their lifestories and are focused on the pupils’ reading experiences. The result of the interviews shows that the experiences of fiction reading at school vary. The tested group has heard real stories but also fictitious ones from their parents as children. The study has shown that the pupils apprehend that it has affected them in different ways i. e. by their reading life. The pupils’ experiences of reading fiction in school is governed by both duty and time, compared to reading books during earlier years. The study also shows that teacher’s commited leadership and a positive interaction are important for their reading and personal development. From a teacher’s perspective, time for reading of fiction should be revalued, since research has shown that the reading of fiction promotes studies in other subjects but also an individual’s social development and participation in society.

Submitted by Fabíola Silva de Oliveira Vilas Boas (fabiolasovb@gmail.com) on 2017-12-02T13:32:14Z No. of bitstreams: 1 Tese de Doutorado-FABÍOLA SILVA DE OLIVEIRA VILAS BOAS.pdf: 3008974 bytes, checksum: 122a184b687bb27fee7a3d53f86edf43 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-12-19T17:16:10Z (GMT) No. of bitstreams: 1 Tese de Doutorado-FABÍOLA SILVA DE OLIVEIRA VILAS BOAS.pdf: 3008974 bytes, checksum: 122a184b687bb27fee7a3d53f86edf43 (MD5) / Made available in DSpace on 2017-12-19T17:16:10Z (GMT). No. of bitstreams: 1 Tese de Doutorado-FABÍOLA SILVA DE OLIVEIRA VILAS BOAS.pdf: 3008974 bytes, checksum: 122a184b687bb27fee7a3d53f86edf43 (MD5) / Este estudo apresenta os resultados de uma pesquisa que analisa as histórias de leitura que integram as experiências leitoras vividas por graduandos do curso de Licenciatura em Letras Vernáculas da Universidade Estadual de Feira de Santana (UEFS), Bahia. Trata-se de uma investigação-formação que segue a esteira de estudos que articulam aspectos do terreno acadêmico e/ou profissional com outros ligados à dimensão pessoal da vida de professores. O objetivo foi analisar as narrativas acerca das histórias de leitura de futuros professores de língua portuguesa, a fim de compreender como o processo de formação do professor leitor se constitui em suas trajetórias de leitura pessoais e acadêmicas. O texto estrutura-se em dois grandes eixos teóricos que se entrecruzam, sendo eles formação de professor e leitura. No interior do primeiro, movem-se categorias que discutem formação de professor (NÓVOA, 1992; 1995; TARDIF, 2012; ZEICHNER, 2003) e histórias de vida (NÓVOA; FINGER, 2014; JOSSO, 2010; DOMINICÉ, 2010), com o intuito de defender, nesta tese de doutorado, a ideia de que o sujeito que aprende o faz, também, por meio da narração e reflexão de percursos vividos. Aspectos da formação do professor de língua portuguesa (GERALDI, 1996; 1997; 2001; MATÊNCIO, 1994) também são verticalizados nesse eixo, tomando-se por base a concepção dialógica, social e histórica da linguagem (BAKHTIN, 1986; 1997). No interior do segundo eixo, tematiza-se a leitura como prática sociocultural (FREIRE, 2011; PROUST, 1982; 2003; CHARTIER, 1999; 2001; PETIT, 2009, 2013) e como processo de instauração de sentidos (ORLANDI, 1998; 2012), para se discutir as histórias de leitura e os processos de (auto)formação do professor leitor. Os fundamentos metodológicos deste estudo, de caráter qualitativo, ancoram-se nos princípios da etnopesquisa-formação (MACEDO, 2006; 2009) e na abordagem (auto)biográfica (JOSSO, 2010; DOMINICÉ, 2010), uma vez que a pesquisa se debruçou sobre percursos de leitura que abarcam a formação pessoal e acadêmica de professores em formação inicial. O escopo teórico-metodológico da Análise de Discurso de vertente francesa (PÊCHEUX, 1990; PECHEUX; FUCHS, 1997) também foi utilizado para analisar as narrativas como produções discursivas e também interpretar os dados gerados pelo corpus de análise, constituído por meio dos procedimentos observação participante, grupo de discussão, entrevista narrativa e escrita de carta pedagógica. Ao enunciar suas histórias de leitura, os sujeitos o fizeram a partir de três formações discursivas dominantes, que delinearam o quadro de referências de histórias de leitura provenientes de vários períodos e esferas de sua vida: infância, adolescência, vida adulta, família, escola, universidade. A partir da análise foi possível conhecer a heterogeneidade das trajetórias de leitura dos graduandos e concluir que se faz necessário legitimar as práticas de leitura que os futuros professores realizam ao longo da vida, com o reconhecimento da singularidade de seus percursos, e ampliar as práticas existentes no processo de formação inicial, visando à constituição do professor leitor. / Abstract: This study presents the results of a research that analyses the reading narratives comprised in the reading experiences lived by undergraduate students of the Letters Course at the State University of Feira de Santana (UEFS), Bahia. As a research-formation study, it is linked to the studies that articulate aspects of the academic /professional field with other aspects connected to the personal life of the Professors. The objective was to analyze the narratives about the reading histories of future Portuguese language teachers to understand how the formation process of the teacher as a reader is constituted and shapes itself in personal and academic reading trajectories. The text was built on two major theoretical axes that are interwoven: teacher formation and reading. In the first one, it is possible to find moving categories that discuss teacher formation (NÓVOA, 1992; 1995; TARDIF, 2012; ZEICHNER, 2003) and life histories (NÓVOA; FINGER, 2014; JOSSO, 2010; DOMINICÉ, 2010) with the purpose of defending, in this thesis, the idea that the subject that learns does so, also through narration and reflection on lived trajectories. Specific aspects of the formation of the Portuguese language teacher (GERALDI, 1996; 1997; 2001; MATÊNCIO, 1994) are also taken into consideration in this axis, based on the dialogical, social and historical conception of language (BAKHTIN, 1986; 1997). Inside the second axis, the main theme is reading as a social and cultural practice (FREIRE, 2011; PROUST, 1982; 2003; CHARTIER, 1999; 2001; PETIT, 2009, 2013) and as a process of meaning establishment (ORLANDI, 1998; 2012), to discuss the reading histories and the processes of self-formation of the teacher as a reader. The methodological basis for this study, of qualitative nature, is anchored on the principles of the ethno-research formation (MACEDO, 2006; 2009) and on the (auto)biographical approach (JOSSO, 2010; DOMINICÉ, 2010), since the research has focused on reading trajectories that comprise the academic and personal formation of teachers in initial formation. The theoretical and methodological scope of the French school of Discourse Analysis (PÊCHEUX, 1990; PECHEUX; FUCHS, 1997) was used to analyze the narratives as discursive productions and to interpret the data generated by the analysis corpus, which was constituted by the following procedures: participant observation; discussion group, narrative interview and pedagogical letter writing. By enunciating their reading stories, the subjects did so from three dominant discursive formations, which outlined the framework of reading stories from various periods and spheres of their life: childhood, adolescence, adulthood, family, school, university. From the analysis, it was possible to get to know the heterogeneity of the reading trajectories of the undergraduate students and conclude that it is necessary to legitimate the reading practices that the future teachers perform through life, with the acknowledgement of the singularity of their trajectories and expand the existing practices in the initial formation process, aiming at the constitution of the teacher as a reader.