Conceptions of reading and continuing education: implications in the teacherâs practice

A presente pesquisa tem como foco a reflexÃo e anÃlise acerca da(s) concepÃÃo(Ães) de leitura que subjazem à prÃtica de docentes que atuam com turmas de 5 ano, do Ensino Fundamental, reflexos da formaÃÃo continuada na elaboraÃÃo de encaminhamentos para o trabalho com a leitura. Objetivamos de modo geral, verificar qual(is) concepÃÃo(Ães) de leitura se revelam no discurso e na prÃtica pedagÃgica desses docentes e se uma formaÃÃo continuada de poucas horas à capaz de interferir nessas concepÃÃes e prÃtica. A leitura à um dos conteÃdos mais importantes a ser ensinado pela escola, tendo em vista que para apropriaÃÃo de todos os conteÃdos trabalhados em sala de aula faz-se necessÃrio o domÃnio dessa habilidade. Diante disso, surgem como questionamentos que se destacaram como norteadores de nossa pesquisa: Qual(is) concepÃÃo(Ães) de leitura subjazem a prÃtica pedagÃgica de professores do 5 ano, do Ensino Fundamental, do municÃpio de Cascavel, atualmente?Quais sÃo os efeitos de uma formaÃÃo de poucas horas na prÃtica do professor? Com o propÃsito de encontrar resposta(s) a essa problematizaÃÃo, sustentamos a pesquisa nos pressupostos teÃricos de autores que abordam as concepÃÃes de leitura e dentre as abordagens ascendente, descendente e interacional, defendem essa Ãltima como sendo a mais adequada para a formaÃÃo de um leitor proficiente. Nesse sentido, respaldamos nossos estudos em autores como: Solà (1998), Colomer e Camps (2002), Leffa (1996 e 1999), Bakhtin (2003; 2010), Castela (2009), Geraldi (1988; 2011), Koch e Elias (2011), Koch (2010), Kleiman (2008) e Menegassi (1995; 2005; 2010). A pesquisa tambÃm se fundamenta em estudos sobre formaÃÃo continuada e na LinguÃstica Aplicada, possui carÃter qualitativo, cunho etnogrÃfico e de intervenÃÃo. Propomos a anÃlise de planos de aula elaborados por trÃs docentes participantes da formaÃÃo. Os dados da pesquisa foram coletados por meio da aplicaÃÃo de questionÃrio, gravaÃÃo de Ãudio, diÃrio de campo de oficinas ministradas, anÃlise documental de planos de aula, questÃes de leitura elaboradas pelos docentes antes e apÃs a formaÃÃo de 30 horas que ofertamos. Como resultado desse processo investigativo, entendemos que o trabalho de formaÃÃo continuada deve ser contÃnuo e que a leitura precisa ter mais espaÃo nas propostas de formaÃÃo. As poucas horas de curso que ofertamos proporcionaram reflexÃes e provocou alteraÃÃes conscientes na elaboraÃÃo de atividades de leitura dos docentes, haja vista que muitas vezes os professores elaboram atividades pautadas na concepÃÃo interacional de leitura, contudo nem sempre demonstram consciÃncia das razÃes pelas quais as desenvolvemThis research focuses on the analysis and reflections about the reading conceptions underlying the practice of teachers working with groups of 5th grade students in elementary school, and also on continuing education guidelines in order to develop and work with reading skills. In general, it was aimed at verifying which conceptions are revealed in the discourse and in the practice of such teachers and a few hours of continuing education are able to interfere with these concepts and practice. Reading is one of the most important content to be taught at school, since this skill is necessary for learning other classroom contents. Thus, the questions that were emphasized as the guide of our research were: nowadays, which reading conceptions underlie the pedagogical practice of teachers in the 5th grade of elementary school, in Cascavel city, Brazil; and, what are the effects of a few hours formation in the teachersâ practice? In order to find answers to these questions, the theoretical approaches used in this research are based on authors who address the conceptions of reading; also on ascending, descending and interactional approaches; and on who defends this latter as the most suitable for the formation of a proficient reader. Accordingly, we also use in our studies authors such as: Solà (1998), Colomer and Camps (2002), Leffa (1996 and 1999), Bakhtin (2003, 2010), Castilla (2009), Geraldi (1988 , 2011), Koch and Elias (2011), Koch (2010), Kleiman (2008) Menegassi (1995 , 2005, 2010). The research also relies on studies of continuing education and applied linguistics. It has a qualitative, an ethnographic and an interventional character. Lesson plans, which were developed by three teachers who were participating in the reading formation, were later analyzed. The research data were collected through questionnaires, audio recording, diary of workshops, documented analysis of lesson plans, and through questions related to the reading practice, which were prepared by teachers before and after a 30-hour-course. As a result of this investigation, it is believed that the continuing education must be permanent, and that reading needs more room in the proposed training. Few hours of courses provided some reflections, and changed consciously the development of reading activities made by those teachers, considering that they often elaborate activities from the interactional reading conception, although they are not always aware of the reasons why such activities are being develope