FormaÃÃo contÃnua e prÃticas de leitura: o olhar do professor dos anos finais do ensino fundamental.

Esta tese buscou compreender a relaÃÃo entre a formaÃÃo contÃnua e as prÃticas de leitura a partir do olhar dos professores dos anos finais do ensino fundamental, de Aracoiaba-CE. Considerando que tais docentes participavam de um grupo de formaÃÃo, interessou saber o que eles faziam no impasse entre o escrito e o vivido, ou seja, entre a formaÃÃo no grupo e as prÃticas de leitura no cotidiano das escolas. O trabalho resulta do encontro e da ressignificaÃÃo de experiÃncias pessoais e profissionais do autor aliadas ao seu processo de formaÃÃo contÃnua. Em virtude da complexidade do objeto de estudo, optou-se pela abordagem da pesquisa qualitativa. A pesquisa-formaÃÃo foi escolhida por favorecer a possibilidade de transformaÃÃo das prÃticas, considerando o professor da educaÃÃo bÃsica como indispensÃvel à investigaÃÃo. Foram realizadas entrevistas com uma amostra de professores, alÃm de serem utilizadas fontes documentais. Foi utilizado o referencial da epistemologia da prÃtica, do professor reflexivo, da formaÃÃo docente, a partir dos estudos de SchÃn (2000, 1992), NÃvoa (1995), ImbernÃn (2009, 2010, 2011), Ribeiro (2010), Pimenta e Lima (2009), Ghedin, Almeida e Leite (2008), Pimenta e Ghedin (2002), Pimenta (2006), Lima (2012), Tardif (2013), Certeau (2012), entre outros. Com relaÃÃo à leitura e Ãs prÃticas leitoras, foram utilizados os estudos de Manguel (1997), Chartier (1996, 2007, 2009), Freire (1988), Silva (2012, 2005, 1997), Antunes (2009, 2003), Lajolo (2008), Bamberger (2002), entre outros. O conjunto das anÃlises revela que os sujeitos consideram o grupo como espaÃo legÃtimo de aprendizagens, sinalizando a importÃncia da formaÃÃo como projeto coletivo. Os professores ressaltam a importÃncia da partilha de experiÃncias com os pares, a confianÃa que foi gerada no grupo e o desenvolvimento de um processo de reflexÃo e investigaÃÃo das prÃticas de leitura desenvolvidas nas escolas. A participaÃÃo dos professores no grupo de pesquisa-formaÃÃo produziu novos conhecimentos que foram agregados à prÃtica docente. A oferta de formaÃÃo contÃnua para professores da educaÃÃo bÃsica nÃo deve ficar a mercà da vontade polÃtica de um gestor que ocupa o poder por um tempo determinado. Ela deve ser pensada e efetivada como uma aÃÃo contÃnua, que nÃo sofra interrupÃÃo com a mudanÃa de quem està à frente das decisÃes da educaÃÃo.This thesis aimed to understand the relationship between lifelong learning and reading practices through the look of the teachers of the last years of elementary school, from Aracoiaba-CE. Considering that such teachers attending a training group, interested to know what they were doing in the impasse between the written and the lived between the written and the lived, in other words, between the training group and reading practices in primary education schools. This work results of the meeting and the redefinition of personal and professional authorâs experiences allied to his process of continuous formation. Because of the complexity of the object of study, we opted for a qualitative research approach. The research-training was chosen by favoring the possibility of transformation of practices, considering the teacher of elementary school as essential to the investigation. Interviews were conducted with a sample of teachers, besides documentary sources were used. It was used the referential epistemology of practice, reflective teacher, teacher formation through the studies of SchÃn (2000, 1992), NÃvoa 1995), Imbernon (2009, 2010, 2011), Ribeiro (2010), Pimenta and Lima (2009), Ghedin, Almeida and Leite (2008), Pimenta and Ghedin (2002), Pimenta (2006), Lima (2012), Tardif (2013), Certeau (2012), among others. About the reading and readers practical, we used studies from Manguel (1997), Chartier (1996, 2007, 2009), Freire (1988), Silva (2012, 2005, 2000, 1997), Antunes (2009, 2003) were used, Lajolo (2008), Bamberger (2002), among others. The set of analyzes reveal that subjects consider the group as a legitimate learning space, revealing the importance of training as a collective project. Teachers emphasize the importance of sharing experiences with their pairs, the trust that has been generated in the group and the development of a process of reflection and investigation of reading practices developed at schools. The involvement of teachers in research-training group produced new knowledge that was linked to teaching practice. The offer of continuous training for teachers of basic education should not be at the mercy of the political will of a manager who holds the power in a timely manner. It should be thought and carried out as one continuous action, which does not suffer interruption with the change of who is ahead of decisions of education