PEDAGOGICAL ACTIONS IN LITERARY READING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION

WHAT DO TEACHERS SAY?

Abstract

This study aims to understand the reader training process in the context of Professional and Technological Education, through pedagogical actions of literary reading implemented by teachers from the Territorial Center of Piemonte da Diamantina II (CETEP), in the interior of Bahia. Qualitative in nature, it is based on a collaborative approach and uses semi-structured interviews and discussion groups as devices to discuss, with faculty collaborating in the study, the challenges and pedagogical possibilities of working with literature in a technical course. Theoretical reflections are based on authors such as Freire (2011), Petit (2010, 2013), Yunes (2002, 2009), Cândido (2011), Cosson (2014). The study, completed in the course of an academic master's course, shows that there are multiple and varied pedagogical actions of literary reading that cross the educational practices developed in technical courses of Professional and Technological Education. The professors' statements reveal that a process of training critical and autonomous readers cannot be implemented without reading - and also literary reading - being configured as the central axis of a comprehensive education.