Entre o ler e o ser: representações e práticas de leitura de professoras aposentadas

Abstract

This dissertation, configured in multipaper format, is composed of three articles, and aims to analyze the reading representations of retired teachers, seeking to understand the ways of objectifying and anchoring their reading practices. The study is justified by the fact that it is important to discuss the reading practices of teachers, since the process by which they were constituted as readers interferes with their beliefs and representations about reading and the way they practiced reading practices. A qualitative research was carried out in which a questionnaire was applied to 55 retired teachers, aged over 60 years. As a literature review, the studies were used Chartier (1998, 1999, 2007); Batista e Galvão (1999); Britto (1998); Corsino (2010); Moscovici (2015), Guareschi; Jovchelovitch (1995), among others. From the discourses produced, it was concluded that the representations of reading of the participants move towards a valuable posture about the reading practice, which serves to expand knowledge and cultural references, favor interactions and entertainment, promote personal development. In addition, it was noticed that before retirement teachers read with professional purposes and, after retiring, the act of reading happens to be exercised with personal interests. Regarding reading and Digital Information and Communication Technologies (DICTs), we find that teachers are in favor of reading practices mediated by electronic devices, which produces fast and fragmented readings, carried out in order to enable interaction and communication.