Leitura e formação inicial de professores: sentidos, memória e história a partir da perspectiva discursiva Reading and initial teacher education: senses, memory and history based on a discourse perspective

dc.creator	Filomena Elaine P. Assolini
dc.date	2011-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:04Z
dc.date.available	2015-08-12T11:18:04Z
dc.identifier	10.1590/S0103-73072011000100004
dc.identifier	0103-7307
dc.identifier	https://doaj.org/article/9dd6194d02944ec285478cad34b00105
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26645
dc.description	Neste artigo, apresentamos resultados de uma pesquisa que vem investigando, dentre outras questões, a relação que estudantes do curso de Pedagogia estabeleceram com a leitura ao longo de suas vidas. Buscamos saber se e como tal relação repercute no processo de aprendizagem desses licenciandos de forma particular e, em sua formação acadêmica, de maneira ampla. Os postulados teórico-metodológicos da Análise de Discurso de linha francesa propostos por Pêcheux e seus seguidores, bem como as contribuições do referencial histórico-cultural trazidas por Chartier, fundamentam nossas investigações.<br>In this article, we present the results of a research that has been investigating, among other issues, the relationship that the Pedagogy Program students have developed with reading throughout their lives. It is our intention to find out if and how such relationship influences these graduates' learning process, in a particular way and their academic qualification, in an extensive way. The theoretical-methodological postulates from the French Speech Analysis proposed by Pêcheux and followers, as well as the contributions of the historical-cultural referential, brought by Chartier, substantiate our investigations.
dc.language	Portuguese
dc.publisher	UNICAMP - Faculdade de Educação
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-73072011000100004
dc.relation	https://doaj.org/toc/0103-7307
dc.rights	CC BY-NC
dc.source	Pro-Posições, Vol 22, Iss 1, Pp 33-43 (2011)
dc.subject	leitura
dc.subject	aprendizagem
dc.subject	qualificação acadêmica
dc.subject	reading
dc.subject	learning
dc.subject	academic qualification
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Leitura e formação inicial de professores: sentidos, memória e história a partir da perspectiva discursiva Reading and initial teacher education: senses, memory and history based on a discourse perspective
dc.type	article