FORMAR LEITORES DOCENTES: EXPERIÊNCIAS DIALÓGICAS E TRÂNSITOS ENTRE MUNDOS

Abstract

This paper aims to argue in favor of the relevance of reading training practices, aimed at working teachers, as a way to qualify the teaching of reading and literature in basic education. To this end, it presents part of an ethnographic study in which a public policy of teacher training implemented by the Buenos Aires city government between the years 2001 and 2011 was investigated. Based on the analysis of the documents that record the planning and execution of the course, along with interviews with graduates, it is advocated a training based on the dialogue between readers and the motivation for transit between works and ways of reading, as fundamental factors for the training of the teacher reader. In this sense, the discussions presented seek theoretical support in authors such as Chambers (2008), Barthes (2004), Colomer (2007) and Montes (2017), who advocate practices that include the affections as a basis for the link between readers and literary works. The study is part of the investigations of the project "Listening to the reader: reading and subjectivity in testimonies of undergraduates and native language teachers"