| dc.description.abstract | In a society mainly organized around literate practices, the importance of reading, for the complete exercise of citizenship, is evident. Reading is the target of the most diverse criticisms, and its responsibility is often attributed directly to the school and, especially, to Portuguese language teachers. Considering this, our qualitative study (CRESWELL, 2007) aimed to analyze verbalizations of two Portuguese language teachers which emerge in the context of continuing teacher education, to understand what they reveal regarding the concepts of reading, the objectives, meanings and limitations of teaching actions involving this language practice and regarding the continuing teacher education path in which they engaged throughout the year of 2021. Therefore, our data were generated in the context of the continuing teacher education path proposed by the LID Group - Language, Interaction and Development, in partnership with the Municipal Department of Education of Novo Hamburgo/RS, throughout 2021, from which the verbalizations were transcribed based on a linguistic-interactional perspective and analyzed according to the principles of the textual architecture model and other concepts of Sociodiscursive Interactionism (BRONCKART, 1999) for the analysis of the language action. The analyses are also articulated to our theoretical framework, concerning reading, based, for example, on Freire (1989), Rojo (2004), Kleiman (2008), Cafiero (2010) and Almeida (2020), and concerning decoloniality, supported by authors such as Castro-Gomez (2007), Gomes (2012), Mignolo (2018), Walsh (2018) and Cadilhe (2020). The results suggest that reading as a cognitive activity is a concept still very evident in the teachers' verbalizations, which seems to limit the objectives when working with this practice and, consequently, impact the results of the activities developed. However, this concept is negotiated and tends to change, during the meetings, through the interactions and debates between teachers and trainers, suggesting the effect of opening decolonial cracks (WALSH, 2018), allowing to re-signify (the work with) reading. Then, we have indications that: (i) the continuing education path boosts the professional development of teachers, by engaging in a reflective process on their actions, and could contribute to a decolonial turn for teaching reading; (ii) the continuing education actions seem to build a decolonial attitude, by putting different knowledges/doings in dialogue, contesting the hegemonic status of the academy. It will be necessary, however, to continue reflecting on teaching reading and improving, even more, the continuing teacher education actions, in order to contribuite to the context of public school education, oriented to the citizen development of students. | en |
