A tematização da prática pedagógica como estratégia formativa: possibilidades de construção do saber docente sobre o ensino de leitura literária

Abstract

Reading of literature, in the Early Years of Elementary School at public schools in São Paulo, has still occurred through a mechanistic pedagogical work, devoid of the historical-cultural approach (Bakhtinian and Vygotskyan), which emphasize the situational context of texts in the act of Reading and that value the aesthetic focus of Literary Art as a philosophical and social process of substantiation of the meanings of reality announced or denounced by literature. This practice motivated the accomplishment of this research, of qualitative nature and historical-cultural theoretical-bibliographic support, a study of case with participant observation, titled The thematization of pedagogical practice as a formative strategy: possibilities of construction of teaching knowledge about Literary reading teaching. The research aimed to identify the training of twelve teachers and to study the practice of a teacher (indicated among their peers) about teaching of reading of literary texts, leading twelve searched participants to analysis of the second class and, consequently, their own practices. The study happened through a semistructured interview and the thematization of teaching practice, based on the use of two filming (in video) of literature classes. As results, important data were identified to the study of three content aspects: the identification of teacher training and practices; working with literary texts in the classroom and teacher reflection about their practices of literature. Such results may stimulate elementary school teachers (who still use a mechanistic pedagogical work of literary reading) to a pedagogical practice of historical-cultural approach. This research was finalized, with the communication of the researcher on the importance of the thematization of practice as a productive strategy in the formation of reflexive teachers and on the need for greater historical-cultural investment in the formation of the repertoire of knowledge (scientific and practical) Readers of literature.