Diário de leitura: um instrumento de letramento crítico na formação inicial de professores de língua inglesa

Abstract

The initial English language (hereafter EL) teacher development has a challenge: insert the future teachers in a critical literacy context during supervised training subject so they could reflect critically on their social function. However, besides this challenge, as teacher trainers we face the lack of reading practice brought by these future teachers, or even the lack of motivation to reading and to have a theoretical deepening on the formation itself. In order to verify the existing reading conceptions among these teachers undergoing initial training and analyze whether motivation is brought to the classroom during the discussions due to the use of reading journal, this research has as the primary aim to discuss the importance of the reading journal genre as a critical literacy motivating and facilitator tool during initial English teachers development. The theoretical basis necessary for our research were related to the reading conceptions (SILVEIRA, 2005); critical literacy (BARTON, 2007 and MCLAUGHLIN; DEVOOGD, 2004); teacher development (BORTONI-RICARDO, 2010 and PIMENTA; LIMA, 2006); and reading journal ( ZABALZA, 1994; MACHADO, 1998 and BUZZO, 2006). According to the referred aim, this research is embedded in a qualitative approach, taking into account that EL teachers undergoing initial training are not passive, and their development is seen as an interactive and interpretive activity conducted by the contact among people (OLIVEIRA, s/d). This research was conducted during supervised and monitored training classes in Arts full degree course in a public university located in the interior of Paraíba. Five journals were collected for analysis, resulting in a total of 118 excerpts as the research corpus. The analysis results show that the experience in using the reading journal in a supervised training class and at night shifts proved to be useful, since there was a major motivation in discussions in the classroom, and even when these future teachers presented a more decoding reading conception, during discussions there were moments of reflection on teaching practice.