| dc.description.abstract | This study discusses the stories of literacy of academic course in Pedagogy of a University in Northeastern Brazil. These designs allow us to reflect on the training and on the reader professsional performance from their users language capacity, having as starting point the history of Reading and literacy contexts influences that were part of their training, both at school, as in other social spaces. The research thinks linked to the research Language and School Practice of Post-Graduation Program in Applied Linguistics at the Universidade do Vale do Rio dos Sinos (UNISINOS). It aims to identify the stories of literacy and conceptions of students Reading the 5th period of the course in Pedagogy of a public University and its offshoots in the reader formation in social life. It have participated in this survey five students of the fifth period of the course in Pedagogy of that University. The nature of the work is interpretative, bringing a qualitative analysis located within the history of Reading each interview. The instrument used to obtain data was the semi-structure interview, conducted in the schools of the participants, composed of questions about the beginning of literacy, reading, design literatcy events and choose the course Pedagogy, among others. To support the work, sought to theoretical studies in Bakhtin (2006), Geraldi (2006), Brito (2003), Kleiman (1995, 2005, 2012) Silva(1998,1999), Soares (2005, 2012), Zilles ( 2005), Kersch e Silva (2012), in addition to others authors. The results show that the academic training path brings the contribution of experiences in various contexts of literacy and the way of acting as teachers of the early of Elementary School. The research contributes to linguistics studies, as long as allows discussion of the academic in the formation of teacher as the mother tongue user and action as teacher. | en |
