TEACHER TRAINING: THEIR READING HISTORY

Abstract This article aims to show an overview about how the elementary schools are working on reading in school environment in the last decades in Mato Grosso do Sul.   To achieve this goal, twenty three students´ reports enrolled in the second year of Languages at a Federal University were analyzed.  The reports were prepared by the students after they have read the Irandé Antunes text "The reading and its functions", this text was used as mainstay of corpus establishment on this study because Antunes discusses about the problems related to reading in school environment. This work is justified because, although several searches related to reading theme developed in many universities in the country, we noticed that old practices prevail in most schools regarding Portuguese lessons. Based on the reports in which students describe their reading histories in the period they were enrolled in the elementary and secondary school, it was possible to describe the problems that arise in school environment related to reading work. We use as theoretical assumptions Irandé Antunes, Sírio Possenti, João Wanderlei Geraldi and Ezequiel Theodoro da Silva´s words. We brought to the fore matters involving the reading and its relation to the family, grammar supremacy in favor of reading, the neglect of reading in school environment, the textbook presence, and last, indications of reading strategies that we consider successful in school where Portuguese lessons happened according to the Languages´ students in the period they studied elementary and secondary school. KEY-WORDS: Reading; School; Teacher

THE DAILY EDUCATIONAL AND TRAINING OF READING IN THE LIBRARY E. E. TANCREDO NEVES: AN EXPERIMENT IN COMMUNITY SCHOOL DOURADOS - MS

This article is the work part of the research "Representations of literary readings built from the history and memory in the libraries of the school community in Golden-MS." We analyzed the documentation of reading projects that fostered the creation and activities of the library, as the practices of teaching reading in the daily interface with the formation of the readers in their respective school sponsor. The projects were analyzed training reading "Project Reading Elementary Education 1-5 º Ano" and "Teaching the World to Read", developed by the school library EE Tancredo Neve of state schools of Golden-MS. We conducted research also stocks the conditions of libraries and reading modes they oportunizaram through access to the literary estate and from the social practices of reading encouragement fostered between the library and classrooms. A literary collection needs to be added to the mediation practices reading the contribution of an effective training readers in school communities through the presence and role of the school library.

Graphical interface for reading and writing in teacher education

ABSTRACT From a broader project, this paper presents a synthesis of theoretical reflections and principles of basic practical procedures for teacher training, focusing on teaching and learning of reading and writing in High School in Brazil. We present a brief history of the academic production, after the redemocratization of the years 1980/90 and we comment some topics proposed by the public policies. We emphasize writing specificities as a technological instrument, decisive for reading and producing texts. Finally, we present two reading practices based on methodological procedures for the graphic treatment of texts. The goal is to put the reader in a position to understand the processes of text construction in the position of authorship. Such practices mobilize "game" senses that affect the reader in the relations of language with writing as a graphic interface and analytical instrument.   Keywords: Reading, Writing; High school.

CONTINUING EDUCATION TEACHER AND SCORES BASIC EDUCATION DEVELOPMENT: THE PROCESS AND PRODUCT

: The present work has as its theme the continuing education of teachers and their close relationship with the Development Index of Basic Education (IDEB) in the early years. Its main objective is to offer to this level of education professionals and other interested parties, a discussion of ways to a more consistent performance in the classroom. To this end, we have made consideration of the municipal public policies for continuing education of teachers of Portuguese in order to reflect on the importance of planning of actions aimed at continuing education in the municipalities and their reflections in IDEB. The discussion will be subsidized by the propositions of Linguistics of Enunciation based on Bakhtin (1992, 2003) among others. Thus, to sustain the discussion, we selected a town in western Paraná, for which we will launch our eye on the public policy of continuing education and its impact on the teaching of Portuguese. These reflections are connected with the Center for Research Project organized by the Continuing Education for teachers of basic education in the early years: actions for literacy in cities with low IDEB the western Paraná, linked to the Post-graduate studies in Literature and Monitoring Program of Education - CAPES / INEP / SECAD.