Pré-fabricados lingüísticos: estrutura e funcionamento de sintagmas verbais idiomatizados - por uma abordagem cognitivo-funcional em sala de aula

This work aims at under the cognitive-functional perspective describing, inside the vast domain of the linguistic prefabs, the structure and the functioning of the Idiomatic Verb Phrases (SVIs), produced by speakers of the Portuguese from Brazil, located in Natal (RN). From the functionalist presupposition that the language is used essentially to assist to communicative demands, it is observed that its morphologic-syntactic structure is conditioned to the inherent pragmatic vicissitudes to the verbal interaction of subjects, socially heterogeneous and historically established. It is focalized, in the composition of SVIs, the relationships VT + OD (transitive verb + direct object), characterizing the syntactic-semantic nature of the verb and of the respective verbal complement. Those verb combinations + complement can be interpreted as lexical structures, reflexes of the idiomaticity inherent to conventional constructions already systematized in the users' of the language cultural repertoire. It is sought, still, to glimpse the cognitive and discursive motivations pertinent to that linguistic phenomenon. In the investigative process, are analyzed exclusive data of speech collected in Corpus Discurso & Gramática a lingua falada e escrita na cidade do Natal, organized by Furtado da Cunha (1998). The adopted methodological procedures configure as methods of empiric analysis and use of the intuition, being emphasized the qualitative approach (explanatory) of the data with quantitative support of statistical indicators. It shows, finally, a grating of didactic suggestions on SVIs, for Portuguese's classes, as subsidies to the educational practice in the Medium Teaching and in the course of Letters.

A organização da interação professor-aluno em sala de aula: turnos e o par pergunta-resposta

Este trabalho tem como foco principal a interação em sala de aula, especificando aspectos da organização linguístico-discursiva, na produção conjunta da fala da professora e dos alunos, materializada em turnos, ressaltando o par pergunta-resposta na aula de Língua Portuguesa. Para alcançarmos esse objetivo, inspiramo-nos em alguns trabalhos acerca da organização da interação que adotaram a perspectiva dos estudos interacionais e a abordagem etnográfica, a fim de explicitar o conhecimento nos espaços de ensino e aprendizagem. Entre eles, citamos as pesquisas de Galvão (1996, 2004) e de Matêncio (2001). Nessa direção, descrevemos o processo de interação em sala de aula em uma escola pública, analisando e interpretando as ações de linguagem realizadas pela professora e pelos alunos. Teoricamente, embasamo-nos, principalmente, na Análise da Conversação, ancorando-nos no estudo pioneiro de Sacks, Schegloff e Jefferson ([1974] 2003); nos postulados de Marcuschi ([1986] 2007a); nas pesquisas de Kerbrat-Orecchioni (2006), dentre outros. Explicitamos uma tipologia de perguntas e respostas em sala de aula, quanto à sua forma e função, conforme os postulados teóricos de Stubbs (1987), Araújo (2003), Fávero, Andrade e Aquino (2006), Silva (2006) e Koshik (2010). Analisamos a organização da tomada de turno, seguida de uma investigação sobre perguntas e respostas no discurso desenvolvido face a face. Na tentativa de compreendermos o cotidiano dos envolvidos no cenário de sala de aula, adotamos a abordagem etnográfica e o método indutivo, nas perspectivas de André (2010) e Chizzotti (2006). Os dados foram gerados através de pesquisa de campo, por meio de gravações (em áudio) de aulas de Língua Portuguesa, posteriormente transcritas e transformadas no corpus de pesquisa. As análises demonstraram que a interação entre professora e alunos organizou-se em trocas de turnos, na maioria das vezes, controladas pela professora, evidenciando-se uma relação de assimetria entre os participantes. Esses turnos concretizados, geralmente, no par adjacente pergunta-resposta revelaram como a construção do conhecimento se realiza em sala de aula. Por fim, observamos que a interação em sala de aula de Língua Portuguesa é organizada por aspectos sociais e pedagógicos intrinsecamente imbricados

Procedimentos de abertura e fechamento de tópicos na interação em sala de aula

This study is part of interactional perspective, focusing on Conversation Analysis theories, from the Textual Interactive Perspective and Text Linguistics . This research, from its guiding questions, aims at understanding the interaction between teacher and students in the process of the knowledge construction as well as at describing, analyzing and understanding aspects of topical organization speech in the classroom in elementary school, observing the opening and closing procedures of the speech topics in that particular space. Considering that the procedures for opening and closing of discursive topics occur through language marks, we tried to identify which speech marks are used in the opening and closing of the topics studied in the classroom, in interaction during the collaborative process of the discourse established between teacher and students. Therefore, this study is based on authors who analyze specific questions of the text in real context of language use: Koch (1993, 1999), Jubran et al (1991), Jubran (2006), Pine (2005), Penhavel (2010), Galembeck (2012), Barros (1991), Marcuschi (1986 , 1990, 1991 , 1998 , 1999, 2003 , 2004a), Kerbrat - Orecchioni (2006), Favero (1999, 2002) and Galvão (2004, 2010). As a methodology of investigation, the study is focused on the postulates of ethnographic research in order to carry out data collection, through audio and video recordings which were transcribed, according to the NURC project proposal, with some adaptations. Data analysis showed that the procedures for opening and closing of the speech topics occurred by the use of discourse markers, in particular the marker "then", allowing us to understand that these elements are important in the topical organization speech, contributing to ensure textual cohesion and coherence. We conclude that the organization of the discursive topic in the classroom occurs through events that support the explicitness of the content of teaching and learning, considering the diverse necessity of an institutional academic plan, whose main objective is the construction of knowledge

Eensino de língua portuguesa: da formação do professor à sala de aula

La reflexión crítica sobre la escuela y los quehaceres docentes ha favorecido la producción y la sistematización de nuevos saberes basados en fundamentos científicos, principalmente sobre las prácticas pedagógicas. En la enseñanza de Lengua Portuguesa, las investigaciones buscan comprender lo qué y cómo se enseña y se aprende durante la escolarización. En esa perspectiva, realizamos un estudio sobre la formación del profesor de Lengua Portuguesa y sus implicaciones en la clase, buscando observar la actuación de los alumnos-maestros en el contexto escolar, durante la realización de las Prácticas. Para tanto, elegimos como objetivo general, investigar cómo la carrera de Filología de la UFRN/CERES/Campus de Currais Novos promovía la formación de futuros profesores para atender a las expectativas de las políticas públicas para la enseñanza de Lengua Materna. Como referencial teórico, estudiamos los PCN, el proyecto político pedagógico de la carrera y autores del área de enseñanza de Lengua Portuguesa y de Educación, entre ellos, Geraldi (1996), Travaglia (1996, 2003), Antunes (2003, 2007, 2009 y 2010), Lomas (2003), Figueiredo (2005), Marcuschi (2001, 2008), Oliveira (2010), Riolfi et al. (2008), Possenti (2003), Alarcão (1996, 2001) Imbernón (2011), Pimenta y Lima (2010) y Schön (1993). El estudio está situado en el ámbito de la Lingüística Aplicada y se caracteriza como investigación cualitativa de naturaleza interpretativista, a partir de un abordaje de inspiración etnográfica del ambiente de las Prácticas. En los resultados constatamos que los alumnos-maestros privilegian la enseñanza prescriptiva, fundamentado en una concepción de lengua como sistema, direccionando la enseñanza de la lengua para la dirección contraria al abordaje funcionalista (lengua / uso), distanciándose considerablemente de la propuesta de formar un alumno crítico y agente de transformación. Respecto a la visión de los alumnos-maestros sobre la carrera, fueron listadas algunas cuestiones relevantes, entre ellas, los contenidos que hacen parte de la carrera, la distribución de la carga horaria de los componentes curriculares, la revisión de las ementas, la oferta de asignaturas de inclusión social, la reorganización de las actividades de la práctica en relación al acompañamiento y orientación a los alumnos-maestros y, especialmente, la desarticulación teoría / práctica que fue considerada como responsable por muchas de las dificultades encontradas por los referidos alumnos en la fase de regencia de clase en la enseñanza de Lengua Portuguesa en los niveles de enseñanza fundamental y media. De ese modo, a partir del análisis de estos significados construidos por los alumnos-maestros sobre el proceso de formación en esa carrera de Letras, constatamos la necesidad de una revisión del proyecto de la carrera, pues éste presenta esas fragilidades que necesitan ser analizadas en función de la mejoría de la calidad de la enseñanza de la graduación

Uma abordagem dialógica para a utilização de atividades experimentais em sala de aula

The belief of using experimental activities in the teaching of Physics as a strategy to produce a more efficient teaching-learning process is great among teachers and the school community. However, there are many difficulties for their implementation and when it happens they do not contribute for an improvement in class efficiency due to the method used. In this work, we developed a proposal for using these activities in Physics classes in high school, from a critical-reflexive approach in which the constant dialogue between the participants in the teaching-learning process is fundamental. The work was developed in two ways. The first, where the author/writer created an educational material and applied it in classroom and a second one, where he presented the idea to other teachers and undergraduate students from the Physics course at UFRN and IFRN (former CEFET-RN) through an extended workshop entitled "The role of experimental activities in the Physics teaching". This workshop had the duration of 60 hours and was implemented in 4 steps: i) sensitization and formation, ii) material development, iii) material implementation and iv) evaluation by teachers and students from the classes where the material was applied. The goal of this workshop was to present the approach, evaluate how the participants received the idea and how they would apply it in real situations. The results of the application in classroom allowed us to reach some conclusions. This approach was well received by the students as well as by the workshop participants. Despite some difficulties in relation to the handling of the implementation results by the workshop participants, they indicated changes in these professionals teaching practice and the introduction of experimental activities has been an important subsidy to assist them in Physics class in high school

Literatura: o espaço da criação e transformação identitária na sala de aula

Este trabajo pretende señalar maneras de cambiar el concepto de que los estudiantes de una clase de noveno grado de la escuela primaria en la Escuela de Estado Dr. José Gonçalves de Medeiros, en la ciudad de Acari-RN, tienen de sí mismos, de su entorno cultural y su capacidad de producción poética. Además, las referencias a las desigualdades sociales en Brasil utilizando como eje motivador de leer la poesía de Conceição Evaristo relacionada con la memoria, la lucha y la apreciación de ascendencia africana. Las aportaciones teóricas sobre la situación socio-interaccionismo, la poesía, la poesía en la escuela y la secuencia didáctica colaboran para afirmar que el estudiante de escuela pública en su discurso revela influencia del entorno familiar, social y cultural, sino también el entorno educativo, así como los primeros signos de sentimiento nacional: una mayoría excluida. Su poesía haciendo tiene sus raíces en el entorno socio-cultural y geográfica, lo que denota un principio revuelta, sin embargo, con el reconocimiento de las contribuciones de las clases desfavorecidas para la construcción de nuestro país, el estudiante tiene otras cuestiones, como el mestizo, la identificación África y el orgullo de su origen, la memoria y la cultura. Por lo tanto, se confirmam la relación rizomáticas entre las dos realidades. La elección de la investigación de intervención, en la confluencia con la investigación-acción y la investigación participativa se debe al hecho de que el intercambio de experiencias en la investigación científica es rica y significativa. Con el uso de una secuencia didáctica, cuyo eje sentir la poesía, analizar textos y hacer poesía, el estudiante es llevado a la percepción de las ventanas del universo contenida en este género literario, que es una herramienta comunicativa que ofrece numerosas posibilidades expresión, conocimiento del otro y reconocer mutuamente.

Entre cartas e contos na sala de aula: diálogos e afetos em textos de Mário de Andrade e Câmara Cascudo

Specific educational material production for a group of level IV – 8th and 9th years of Youth and Adults Education, having as starting point the reading of a series of letter of correspondence between Câmara Cascudo and Mário de Andrade in the 1920s, and the verification of the way the dialog between the two authors reveals elements that transpire themselves in the tale entitled “Piá não sofre? Sofre”, from the book Os contos de Belazarte, de Mário de Andrade. The educational material production was preceded by the analysis of the selected tale, which will be studied along with some of the letters, in an analysis of the textual, discursive and semantic features of the text in representation of these both genres: letter and tale. The selected tale was written between 1923 and 1926, dates close to the years when the author came by Rio Grande do Norte state, in the years from 1927 to 1929, accompanied by Câmara Cascudo, being also this period that there are records of letters in the set of correspondence between them. To the reading of the selected material, it was used theoretical references from literature and literary historiography, especially the history of Brazilian modernist movement. To the production of the educational material, it was chosen as theoretical reference the accumulated knowledge in the area of literature teaching, literacy and the recommendations of the Brazilian National Curriculum Parameters. The methodology in this study was constructed from the theoretical references and had as basic support the study of didactic sequences from which a specific thematic unit got its shape from, required by the analyzed material and tested in a classroom.

Entre cartas e contos na sala de aula: diálogos e afetos em textos de Mário de Andrade e Câmara Cascudo

Specific educational material production for a group of level IV – 8th and 9th years of Youth and Adults Education, having as starting point the reading of a series of letter of correspondence between Câmara Cascudo and Mário de Andrade in the 1920s, and the verification of the way the dialog between the two authors reveals elements that transpire themselves in the tale entitled “Piá não sofre? Sofre”, from the book Os contos de Belazarte, de Mário de Andrade. The educational material production was preceded by the analysis of the selected tale, which will be studied along with some of the letters, in an analysis of the textual, discursive and semantic features of the text in representation of these both genres: letter and tale. The selected tale was written between 1923 and 1926, dates close to the years when the author came by Rio Grande do Norte state, in the years from 1927 to 1929, accompanied by Câmara Cascudo, being also this period that there are records of letters in the set of correspondence between them. To the reading of the selected material, it was used theoretical references from literature and literary historiography, especially the history of Brazilian modernist movement. To the production of the educational material, it was chosen as theoretical reference the accumulated knowledge in the area of literature teaching, literacy and the recommendations of the Brazilian National Curriculum Parameters. The methodology in this study was constructed from the theoretical references and had as basic support the study of didactic sequences from which a specific thematic unit got its shape from, required by the analyzed material and tested in a classroom.

Os youtubers e a representação do certo, errado, adequado e inadequado no trabalho com a variação linguística em sala de aula

Some of the current discussions in the teaching of Portuguese Language (LP) pertain to how the school should deal with the phenomenon of language variation in the classroom. In 2010, for example, an explosion of talk took over the academic corridors: a book, entitled "Por uma vida melhor", the collection "Viver, Aprender", published by the MEC (Ministry of Education and Culture) to students EJA (Youth and Adults) brought notions regarding linguistic variation, even in their first chapter. In it is clear the notion that it is possible to make use of structures as "pretty boy", instead of "pretty boys", depending on the context in which such use is insert. Therefore, the discussions focused around the notions of variety cultivated, standard and popular measuring them to the possibilities of linguistic appropriateness. The community was surprised by the defense of the "power" to use, since it would be the school space to teach a standard "default", and not the possibility of legitimate use of grammatical patterns that clashed with those recommended in traditional grammars. The television media has been responsible for a major blaze that MEC had endorsed the use in schools of a book that legitimized such linguistic patterns. The quarrel was released on Youtube and in that space, netizens expressed themselves for or against the proposal of LD often directing the discussion to questions of a purely political. We observed that, on one side, loomed arguments related to Sociolinguistics (BAGNO , 2002, 2003, 2007, 2009; BAGNO, M.; STUBBS, M., Gagne, G., 2006; Bortoni - RICARDO, S.M., 2008; Tarallo, F., 1982; U. Weinreich, MARVIN I. HERZOG, Labov, W., 1968, Labov 1972, etc.); another, arguments concentrated on defending the school is the area of language teaching standard, and not fit to bring certain discussions within an LD. It was from these words, that this research was born. Interested in the particular way that the community media, which seemed to have no training in linguistics, understand the concepts of right, wrong, appropriate and inappropriate, so intimate in academic circles. Our thoughts take as reference the theoretical studies on the question of sociolinguistic variation and education, official documents that guide the "work" with the Portuguese language in the classroom, like the NCP (National Curriculum) and Curriculum Proposal for Education Youth and Adult (PCEJA). In our analysis, we found that LD" For a better life "makes no apology for teaching the "error", but it raises discussions about the possibility of "change", linked to factors and different order. We realize how significant it is to observe how speakers of a language are positioned in relation to language teaching which they are not speakers and scholars. Our study showed that certain issues regarding the teaching of the Portuguese language, as is the case of linguistic variation, points are far from being resolved, either for linguists and/or grammarians, whether for language speakers.

A sala de aula em cena: uma pesquisa em ensino do teatro a partir da experiência docente

At first moment we present a reflection about the history of theater and later a contextualization of didactic movements oriented to scenic arts. Through at the constant dialogue with authors of areas involving education, theatre, corporeality and music was possible analyzing, develop and criticize a education work under my responsibility involving fourteen classes. At the second moment will occur a critical self about the quality of theater classes his contents and methodologies. The technique will be at side of the emotion and together develop skills aimed at tracing paths for theater developed at a classroom of a especific private school in Natal-RN. At the third moment one class is chosen for analyze of the academic research and many experiments happen after this decision, initiated and sensitized through of the music with a significant look at the corporeality and prioritizing the theater as content in ninth grade - elementary school two. At the conclusion is possible see that learning is mutual and the theater can become life routine as well as the arts in general and when all arts will be regularized into the national educational system for public and private schools we will have more susceptible humans and more intellectual capacity

Investigação histórica nas aulas de matemática: avaliação de duas experiências

This study reflects on some procedural aspects about the development of mathematics learning from the experience with investigative activities concerning the resolution of second degree equation, which was tested a proposal for education, supported the use of texts in history of mathematics. The survey was conducted in two stages, taking the first-served basis for the second, which was carried out with a study group remainder of the first experiment. The intention was to investigate how the group participant, known as the study group, involved in the implementation of activities of research in mathematics, supported the use of the history of mathematics. Based on the results achieved during the study, it was possible to understand that the activities of research enable the development of students, range of learning mathematics and the development of skills and expertise for research as a vehicle for construction of their mathematical knowledge. This approach proposed research into the classroom is important, both for prospective teachers of mathematics and for students from elementary school, bringing a new phase for mathematical education that will come to schools

Uma educação tecida no corpo

In theory say the education as a knot of meanings made in the body. We take as a reference for demonstration of this argument the shows Folguedos, Guarnicê and Flor do Lírio and built within such spectacles cultural, symbolic and aesthetic meanings, which reveal the education woven in the body. Education that can happen not only in the formal space like the classroom or the university, but also in the area of art and the inclusion of individuals in the world of culture. So during the construction of the thesis we reflect on the following issues: what is the construction of culture and art that have in the Parafolclórico group? What way theses shows in their buildings bring significant elements that might compose an educational activity. How objectives sought asking the dichotomies present in the concepts of art and culture; critically systematize a work of artistic, cultural and educational production in the group, in addition to expanding the understanding of education, considering the body experiences. The phenomenological attitude of Merleau-Ponty, is a reference methodology of this study, which places the reference knowledge as a result of our experience in the world, our world lived. Thus, this study considers the experience of the researcher in the three shows in tariff, represented by scenes described, as a dancer and spectator. Therefore we understand that Folguedos, Guarnicê and Flor do Lírio in their artistic, aesthetic and cultural languages, allow many meanings that occur in the body, which invites the perception and extend the experience of the subject, demonstrating an education that allows sight and knowledge, seeking new sensations and experiences, we show our intimacy with the world, with the objects and with the other. The art is understood as virtuality, as a human creation that carries the reality and that allows many readings and experiences, each perception can recognize and know new horizons, having as base and material the culture. This entails the heterogeneous, is not closed but that individuals can interpret it entered and recognize the symbols they created the same way, confirming a unit. The art and culture show us significant evidences of an education woven in the body

A Fogueira do conhecimento: religação de saberes e formação

Les récits sur les expériences de vie se constituent en apprentissages signifiants dans le processus d´ auto-formation des éducateurs. La formation est un phenomène qui extrapôle l ambiance scolaire, incluant les expériences qui servent de matrice pour la construction de la connaissance au long de la vie. Dans cette perspective, «la connaissance de soi», telle quelle proposée par SOUZA, NOVOA et JOSSO, est la notion centrale au tour de laquelle se développe cette dissertation. La recherche a comme idée principale transposer pour la realité des professeurs l´exercice reflexif de son enseignement, médiant la redécouverte de ses expériences de vie, a travers des histoires de soi que, potentialisés, peuvent transformer ses pratiques dans la classe scolaire. Je prends comme point de départ mes propres expériences comme éducatrice assumant la conviction de la indissociation entre sujet et objet de la connaissance, comme propose Édgar Morin pour parler de la science de la complexité. Je fais aussi l´usage des récits de six professeurs du réseau publique de l enseigment, révélateurs de la construction de la connaissance appuyée dans la cohérence de la praxis pédagogique avec son mode de comprendre et sentir le monde. Les oeuvres «Mes Démons» d Édgar Morin, «O Tempo e Eu» de Luis da Câmara Cascudo et «O Banquete dos Deuses» de Daniel Munduruku, ont élargit le champs des récits d expériences que se constituent en matrices des processus de formation. Le travail avec les récits de formation démontrent qu´à partir de la réflection du sujet sur sa propre expérience, il est possible de se projéter des nouvelles configurations de la connaissance tenant comme base, la reliaison entre vie, idées, et pratiques pédagogiques. À partir de la métaphore du bûcher il est possible de se comprendre la force de combustion des expériences de vie dans la formation des enseignants

A Livre expressão na alfabetização de jovens e adultos: vivências em salas de aula

Cette étude a été faite à partir d une expérience d alphabétisation chez des jeunes et des adultes dans deux groupes du "Projet Réduction de l analphabétisme" realisé par l Université Fédérale du Rio Grande do Norte, le bureau du Ministere de l Éducation et la Préfecture Municipale de Natal-RN. Nous avons choisi la méthode qualitative de recherche, en utilisant l observation de la dynamique en salle de classe, considérant les acteurs sociaux comme étant le sujet actif du processus historique, culturel et politique. Nous avons voulu colaborer dans ce theme en proposant un référenciel théorique et pratique, en visant le dynamisme de la salle de classe, à travers la vision de I alphabétisation centrée sur les utilisations sociales de la lecture et de l écrit; la conception dialogique de Paulo Freire, basée sur la propre culture de l élève et sur sa valorisation en tant que sujet actif de l apprentissage ; la proposition pédagogique de Célestin Freinet dans son aspect de la dynamisation de la salle de classe renforçant le principe de la libre expression, de la colaboration, de l activité et le respect du rytme individuel, pour le succes scolaire. Nous avons rappelé que Célestin Freinet e Paulo Freire ont contribué dans la conscientisation individuelle, sociale, culturelle, politique, de l éleve par le processus scolaire. Nous avons séparé l intérêt et la participation de celles qui alphabétisent et des élêves dans ce processus éducatif. Nous avons constaté tout au long du travail des changements dans la posture de celles qui alphabétisent, surpassant les pratiques centrées dans le formalisme, et le verbalisme fruits de l Éducation traditionnelle. A vançant dans le sens de l Abordage Constructiviste de la connaissance, garantissant un climat de sécurité, de dynamisme et de respect en salle de classe

Histórias de leituras e de leitores: práticas e representações de leitura em narrativas de professores de diferentes disciplinas escolares

Nous avons pris comme point de départ le préssuposé que en exerçant ses practiques de lecture en salle de classe, les professeurs récuperent des signes de ses expériences socioculturelles par rapport à la lecture, construites au long de ses trajectoires. Indépendemment de sa discipline scolaire, la mémoire de ces expériences interviennent certainement, de manière positive ou négative, dans la médiation de la formation de l élève lecteur. C est donc, par l articulation entre les perspectives de ses études qui parlent sur l histoire de la lecture, narratives (auto)biographiques et formation du professeur que je prétends récupérer et reconstruire, par les narratives de lectures racontées par les professeurs de différentes disciplines scolaires, les processus d appropriation de la lecture en considérant ses tactiques d accès et d utilisation des matériels écrits en circulation dans les groupes sociaux auxquels ils appartennaient. Pour ça ce travail s inquérit : Quels models de lectures émergent dans les narratives de professeurs de différentes disciplines scolaires ? Comment se manifestent-elles les représentations sur sa performance pour la formation de l élève lecteur ? L objectif central est d inférer les rapports existants entre des expériences de lecture et la médiation dans la formation de lecteurs. Douze professeurs de l éducation de base des écoles de la ville de Belém y ont participé. Le corpus est constitué par les transcriptions de deux genres d instruments: douze interviews narratives et deux groupes de débats. Les analyses montrent deux grandes fases de la rencontre avec la lecture : une antérieure à l école et l autre à partir de l école. Ces fases montrent des pratiques et des représentations de lecture hétérogènes différenciés par rapport à ses aspects fonctionnaux. Elles revellent encore que la formation du lecteur professeur et élève se lie, d abord, à la constitution culturelle de l homme, marquée, fondamentalement, par son interlocution avec l autre. La famille, l école et le lieu de travail se présentent comme des espaces qui impriment des marques profondes dans le rapport avec la lecture. Malgré ça, le même matériel écrit, un fois mis en scène le lu dans ces espaces n ont pas de significat coincidents pour les différentes personnes qui s en approprient. Cette raison montre la possibilité de la construction d une histoire de la lecture, basée pas exclusivement à la description des matériels lus pendant le cours de leurs vies, mais surtout, sur les indicateurs de ses différentes manières de lire. Cette trajectoire exerce de cette façon une forte influence sur la prise de décision et les manifestations du travail du professeur en situation de salle de classe. Comme ça on peut conclure, premièrement, que les représentations et pratiques de lecture se sont constitués et se sont (re)configurés dans des différentes formes, concepts, temps et espaces, dans un entrecroisement de différents discours. Deuxièmement que la reflexion sur les mémoires de lecture a resulté un nouveau regard des participants sur son travail de professeur et a confirmé l hipothèse selon laquelle la production des narratives autoréférencées offre, à qui les narre, la possibilité de transformation des représentations du sujet avec lui-même, avec l autre et avec le monde, ce qui démontre l importance de la recherche (auto)biographique comme méthode d investigation en éducation et sa contribuition pour la formation des formateurs de lecteurs dans des différents domaines de la connaissance , comme territoires constitutifs du sujet et de ses pratiques sociales, à l école et ailleurs