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Previous issue date: 2006-10-04 / The present research is about the reading practices of teachers for child education that
work in a day nursery of the city of Catalão, in the state of Goias, Brazil. The aim of this
research is to provide cartography of the reading experiences of these teachers in order to
analyze how they became readers and how this process is still developing. The idea is not
to define the meaning of reading, but with what it works and how in terms of intensity
and its connections. Therefore, the main question to be answered with this work is how
these teachers for child education became readers and how this process is still developing?
The methodology is based on narratives produced by five teachers that work in a day
nursery. The teachers were requested to write their reading experiences in the form of
narratives. Those narratives were on their first experiences with reading, the memories of
the earlier stage of learning how to read, their readings during childhood and adolescence,
reading at school, their reading spaces, the moments of reading, their reading practices at
last. The theoretical framework is based on Deleuze and Guatarri, Chartier, Agamben,
Larrosa, Butler, Louro, and other authors. The map of the narratives provided by the
teachers point to reading territories composed by protocols and imperatives that give them
a sensation of incompleteness and even makes them believe they are not as good as they
wish to be as readers. Even though, the narratives provided ground to perceive the lines of
flight, the movements of deterritorialization and destratification that have potential for
becomings: becoming-teacher, becoming-woman, becoming-reader, and becoming-child. / Esta é uma investigação acerca das práticas de leituras de professoras de Educação Infantil
(Creche) do Município de Catalão - GO. O objetivo desta pesquisa é cartografar as
histórias de leituras vivenciadas por professoras de Educação Infantil procurando conhecer
as maneiras como elas se constituíram e se constituem enquanto leitoras, sem com isso
buscar o significado da leitura, mas como ela funciona e com o que ela funciona, quais as
suas conexões e intensidades. Desta forma, a questão central deste trabalho é: como as
professoras de educação infantil se constituíram e vêm se constituindo enquanto leitoras?
A metodologia adotada pauta-se no trabalho com narrativas de cinco professoras de uma
creche. Para que as professoras pudessem contar suas experiências de leitura foi proposto
que narrassem: os primeiros encontros com a leitura; a recordação da alfabetização; a
leitura na infância e na juventude; a leitura na escola; os espaços de leitura, os momentos
de leitura; enfim, as práticas de leitura. Compõem as bases teóricas deste estudo autores
como: Deleuze e Guatarri, Chartier, Agamben, Larrosa, Butler, Louro, dentre outros. O
mapa narrado pelas professoras remete a territórios de leitura formatados por protocolos e
imperativos, levando-as a se perceberem como incompletas e, até mesmo, fraca como
leitora . Contudo, as narrativas possibilitaram, também, a percepção de linhas de fuga e de
movimentos de desterritorialização e desestratificação que podem potencializar devires:
devir-professora, devir-mulher, devir-leitora, devir-infância.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufscar.br:ufscar/2183 |
| Date | 04 October 2006 |
| Creators | Peres, Selma Martines |
| Contributors | Abramowicz, Anete |
| Publisher | Universidade Federal de São Carlos, Programa de Pós-graduação em Educação, UFSCar, BR |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFSCAR, instname:Universidade Federal de São Carlos, instacron:UFSCAR |
| Rights | info:eu-repo/semantics/openAccess |
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