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Abstract

This work is about teacher education and aims to map reading practices of teachers, resuming experiences and practice that made them readers of literature. This qualitative approach study included the participation of 94 teachers from the early years of elementary school working in public schools in Montes Claros, State of Minas Gerais, Brazil. The research problem was shaped by the following guiding question: Did the experiences lived by the teachers enable conditions for their readers constitution, as subjects who understand language in its expressive and humanizing dimension? For the data collection process, a questionnaire privileging the processes mediated by language composed of open questions was applied. It was found that the access to texts and reading occurred mainly through the mediation of the school, in which the teachers had experiences of reading stories in textbooks and other school canons. And also the difficulties of literacy hindered the pleasure to read. With Batista (1998), we conclude that the teachers participating in the study are school readers and, with Britto (1998), that they are interdicted readers – which implies that, as a product of a literate society, they access different types of texts, but do not have the characteristics common to full readers.