Reading as training, training as reading: narrative/formative processes in question
DOI:
https://doi.org/10.26512/lc.v20i42.4310Keywords:
Narratives;, Teacher training;, ReadingAbstract
This article presents research conducted with teachers form the public school system in the Brazilian Federal District and teachers who majored in education in Rio de Janeiro. The idea was to reveal interpretations and narratives of their experiences while in training. In this perspective, we attempted to think about the objects’ perceptions around their reading experiences throughout their school history, as well as comprehend the existence of a dialog between these experiences and their current educational practices. We concluded that narrative showed itself as an important space for the establishment of new possibilities of interpreting the relations between school memories related to reading and matters related to professional practice.
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