Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Esta pesquisa à um estudo sobre o habitus leitor de professoras desenvolvido atravÃs de suas trajetÃrias biogrÃficas. De cunho qualitativo a pesquisa propÃs-se analisar a constituiÃÃo do habitus leitor de professoras da rede pÃblica e privada de ensino de Teresina â PiauÃ. Sob a Ãgide da indagaÃÃo de como se constituiu o habitus leitor, buscou-se compreender qual a relaÃÃo do capital cultural com a trajetÃria leitora de professoras. Amparou-se teoricamente na sociologia de Pierre Bourdieu (1992, 1994, 1998, 2007), sobre o conceito de capital cultural, habitus e as contribuiÃÃes da Praxiologia. Utilizou-se ainda os postulados da sociologia da leitura de Bernard Lahire (1997, 2002, 2005, 2006) acerca do conceito de disposiÃÃes, experiÃncias socializadoras e dissonÃncia, bem como na histÃria cultural preconizada por Roger Chartier (2002), sobre a leitura como uma prÃtica cultural historicizada. Para constituir as trajetÃrias, realizou-se entrevistas narrativas pela metodologia da histÃria oral e pela abordagem investigativa da histÃria de vida. Para apropriaÃÃo do perfil dos sujeitos aplicou-se um questionÃrio a quatro professoras entrevistadas. A constituiÃÃo das trajetÃrias permitiu desvelar as experiÃncias de leitura e sua relaÃÃo com a incorporaÃÃo das disposiÃÃes, dando suporte para compreender que existem implicaÃÃes diretas da aquisiÃÃo do capital cultural na formaÃÃo do leitor. Foi possÃvel destacar tambÃm que o significado da leitura para o leitor à constituÃdo atravÃs de suas prÃticas sociais e culturais, continuamente proporcionado por atividades socializadoras, desconstruindo em alguns casos a idÃia de reproduÃÃo, ressaltando as vozes dissonantes, cabendo por tanto novas apropriaÃÃes para o conceito de capital cultural. Em consideraÃÃes finais, esta pesquisa instigou o deslocamento da formaÃÃo leitora para o leitor em sua singularidade reconhecendo o lugar das experiÃncias culturais nesta formaÃÃo. / This is a research about the reading habitus of teachers developed along their biographic trajectory. The research has a qualitative aspect, which proposed to analyze the constitution of the reading habitus of teachers of the public and private teaching board of Teresina â PiauÃ. Under the questioning on how the reading habitus was constituted, it was searched to understand which was the relation between the cultural capital and the reader trajectory of teachers. It was supported by the Sociology of Pierre Bourdieu (1992, 1994, 1998, 2007), about the concept of cultural capital, habitus and the contributions of Praxiology. It was still used the proposal of the Sociology of reading of Bernard Lahire (1997,2002, 2005,2006) about the concept of dispositions, socializating experiences and dissonance, also in the cultural history recommended by Roger Chartier (2002), about the reading as a cultural historicized practice. To constitute the trajectories, it was made narrating interviews by the methodology of the oral history and by the investigative approach of the history of life. For the appropriation of the profile of the subjects, it was applied a questionnaire to four interviewed teachers. The constitution of the trajectories permitted to revel the experiences of reading and its relation with the incorporation of the dispositions, giving support to understand that there are direct implications of the acquisition of the cultural capital in the formation of the reader. It was also possible to detach that the meaning of the reading to the reader is built through his/her social and cultural practice, continuously proportioned by socializating activities, deconstructing in some cases the idea of reproduction, emphasizing the out of tune voices, therefore fitting new meanings for the concept of cultural capital. In final considerations, this research stimulated the moving of the reading formation to the reader in its singularities identifying the place of the cultural experiences in such formation.