Reading and construction of identities in the educational formation

Abstract

This article is an analysis of the discourse of students-teachers of an in-service teacher education course. Aiming at analyzing the attitudes students-teachers have concerning reading throughout their history of life, and their own view on the experiences they have faced so far, we decided to carry out a quality research with emphasis on the interpretation of data. The data analyzed was obtained through interviews with four students of the Language and Education Undergraduate Course (Curso de Letras and Pedagogia) in the special in-service Teacher Education Program – PROFORMAÇÃO, at the State University of Rio Grande do Norte- UERN. The results show that, although there is no reflexive reading activity about the studied contents of the course, students-teachers see themselves as readers. Based on literacy theories (BARTON, 1994), on the non-essentialist conception of formation/constitution of identities (WOODWARD, 2001), and on theories about the training of teachers as readers (BATISTA, 1998), we conclude that teacher education needs to be reviewed in order to emphasize the role of critical reflection (CLARK, 1995) in the educational process undergone by the student-teacher.