Abstract

FAIRCHILD, Thomas Massao. From “read” to “written”:: how hard it is not to say someone else’s words. LTP [online]. 2013, vol.31, n.60, pp.151-165. ISSN 2317-0972.

Assuming that the university is, indeed, a place where one reads a lot, this article considers how much work it takes for one to move from the position they’ve been bestowed by the texts they read to a position where new readings can be produced. This discussion comes from the field of in-service training in Portuguese programs, and more specifically, from teacher training, when a future teacher is required to use the knowledge he or she already possesses in order to better understand schools and teaching itself. In this context, we consider “read” first, as the knowledge resulting from the fact of having (supposedly) read a set of pieces of literature that support the different disciplines in the Language studies. The passage from “read” to “written” consists of attempting to say something from within the in-service experience, without simply repeating the words of others. I believe that this does not mean to work within theories in order to deal with supposedly raw school data. What a trainee finds in schools is very frequently an already clipped and organized school culture. Before being able to analyze a given piece of information it is necessary to read or deconstruct something that already appears to be effective. As an example, I will discuss a student’s report intended to present a clinical diagnosis (ADHD) in an Elementary School class

Keywords : Reading; Teacher Training; Portuguese; Research.

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