Leitura e docência: a perspectiva do PNAIC na formação do professor-leitor

Abstract

This study focuses on understanding how the proposals for teacher training of professionals working in literacy are organized, in terms of reading actions. Thus, the objective is to reflect on the teacher-reader formation process in the theoretical discussions arranged in the formation books of the National Pact for Literacy in the Right Age Program (PNAIC). To this end, a qualitative research was carried out, through the documentary analysis of the PNAIC training books, with a descriptive character of the theoretical and methodological marks aimed at the formation of the teacher-reader or reader activities that require pedagogical actions and positions. The theoretical framework was based on the enunciative-discursive conception of language in Bakhtin, on the conception of reading as a social practice in Chartier, in Bronckart's studies on the notions of activity and action. The study points to the teacher-reader formation process demarcated by reader actions that are articulated in a motivational, intentional and interpretive plan.