Tornar-se leitora: percursos de professoras

Abstract

This Doctoral research, affiliated with the Reading and Literature Observatory Research Group (OLLI) and the Educational Processes, Language, Technology and Inclusion Research Line at the Universidade of Caxias do Sul (UCS), engaged in a dialog with women, art, and Portuguese language teachers as well as teachers from the initial grades of Elementary School in São Domingos do Sul, a municipality located in the state of Rio Grande do Sul (RS), Brazil, in order to delve into their reading and writing stories and the mediation processes experienced by them, as well as those occurring in their teaching practices. Thus, the main objective of the study was: to investigate, based on the reading stories of women teachers from São Domingos do Sul – RS, their reading paths, in order to contribute to discussions about women’s reading education in Brazil and their relationship with cultural mediation. The specific objectives were: a) to learn, based on the analysis of the training path of a group of teachers from São Domingos do Sul, about their reading and writing stories; b) to understand the conditions of the woman-teachers in her training path and the gender crossings in each one; c) to identify the mediation processes in each path – those experienced and those reflected in her practices. The methodology employed in this Doctoral dissertation involved semi-structured interviews with narrative openings, conducted with empirical interlocutors, which were later transcribed, forming the corpus of the research. The narratives underwent analysis using Discursive Textual Analysis (DTA) based on Moraes and Galiazzi (2016), which resulted, at the end of data processing, in four categories. Within these categories, which were addressed in the fourth and fifth chapters of this Doctoral dissertation, the following topics were covered: what involved the choice of being a teacher for the local interlocutors; the books – physical book, living book, affection-book; the act of reading; the school’s relationship with reading and writing; the experiences of cultural mediation and reading mediation. In addition to these chapters and the first and sixth, which respectively present the introduction and final considerations, this Doctoral dissertation also consists of a theoretical chapter – the second –, which supports the study, developing the following subjects: gender and intersectionality concepts, relating them to the women’s daily lives; a brief historical path of women's encounter with reading, with the possibility of studying and with the teaching profession; conceptualization of reading and search to understand the multiple possible readings; discussion about the act of reading and thinking about literature as a fundamental human right; presentation of the concept of experience and reading experience; and, finally, reflection on the concepts of cultural mediation, reading mediation and aesthetic education. To this end, the following authors were referenced: Barthes (2013), Beauvoir (2019b), Candido (2004), Gattai (2009), Gebara (2000), Heidegger (2003), Horellou-Lafarge and Sergé (2010), Jouve (2002), Larrosa (2019), Louro (1997, 2018), Lyons (1999), Manguel (1997, 2009), Pennac (1993), Petit (2013, 2019), Scott (1995), Woolf (2014) and Yunes (2002, 2003, 2021). The third chapter provides a contextualization of the place where the research was carried out. The findings reveal the different training paths of the teachers, which have points of intersection, one of them being the centrality of the school in the life of each interlocutor – the school was the place of contact with books (physical book and, in many cases, with the affection-book and with the living-book). The unforgettable books read in childhood and adolescence are kept in a special place in each teacher’s memory. The research also shed light on the notable individuals, cultural and reading mediators present in the lives of each of the interlocutors and the ways in which they were and are themselves mediators. The study also highlighted the readings, in the plural, that emerged from the narratives and sought to discuss theoretically and empirically about experiences of literary readings. Becoming – a reader, a woman, a professional, a citizen, a mother, among others – permeated each story, being individual and collective, being part of life while there is life to live, transform, while there is a path to walk. [resumo fornecido pelo autor]