Práticas de leitura reveladas em memoriais de formação escritos por professoras de Língua Portuguesa em formação inicial

Abstract

This article, excerpted from our master's research, analyzes training memorials written by teachers in initial training, students of the Languages Course at the Federal University of Ceará (UFC), about their reading practices. The theoretical basis that underlies part of the conceptions of researchers who study the History of Life and Education, such as Josso (2010) and Passeggi (2010), as well as contributions fromstudies that focus on reading, like Jouve (2002), Martins (1997) and Petit (2013). Methodologically, we use the perspective of History of Life and Formation elaborated by Josso (2010). In the light of this approach, we carried out a qualitative analysis of the corpus, consisting of five reading training memorials written by students of the Languages Course at the university, in workshops held in the discipline Biographisms: Research and Training, in the semester 2018.1. From a hermeneutic analysis of the memorials, the following similarities were identified: reading practices in childhood, reading practices in adolescence, reading practices in the undergraduate course, being a student in public schools, access to books and the mother as an encourager of reading. Reading and interpreting the narratives allowed us to reach the following results: reading presents significant dimensions of affective, repairing and transforming values that are peculiar to the life trajectory of each subject. We conclude that reading can permeate and strengthen affective relationships, provide a reparative effect in times of psychological and physical pain and suffering, in addition to being able to transform a whole life story.