Experiences of (literary) readings in the process of becoming a teacher

Abstract

Originating from the doctoral dissertation entitled “Becoming a reader: Teachers’ paths,” this paper aims to explain and analyze the types of reading carried out by a group of teachers from São Domingos do Sul, state of Rio Grande do Sul, Brazil. The methodological procedure used to construct the data was the semi-structured interview with narrative openings, and, for the analysis, the Textual Discourse Analysis was used (Moraes; Galiazzi, 2016). Readings, in the plural, is one of the categories that emerges from the teachers’ narratives, as each one reads in her own way, at her own pace, in her own time, in her own space. The results of this paper highlight that the teachers show the different possible readings that happen throughout their lives, as well as the various understandings of reading. Life stages—childhood, youth, professional life, retirement—and the experiences that accompany each phase mark and set the rhythm to the readings undertaken: time-reading; lack-of-time reading; experience-reading; reading-practice; technical-reading; pastime-reading; world reading; life-embedded reading.