Resumo

GHIGG, Gomercindo; CHAVES, Priscila Monteiro  e  SILVA, Rogéria Novo da. The development of readers as a pedagogical proposal: from contradictions to congruencies. LTP [online]. 2017, vol.35, n.69, pp.115-130. ISSN 2317-0972.  https://doi.org/10.5965/0102-387Xv35n69201700130.

Based on a research with a group of teachers from a public municipal school, through semi-structured interviews, the present article seeks to explore the barriers of the performance of teachers, taking into consideration the vast empty discourse adopted by teachers with the advent of literacy. The theoretical framework chosen focuses mainly on the theoretical principles of Paulo Freire (and his followers), as well as other authors who research reading. In conclusion, it is proposed that daily social practices step into school programs as projects undertaken by the teachers, as a movement carried out in the institution itself, questioning what they understand as a responsibility of the school regarding the development of readers and searching for indicators that deal with the concrete limits that the educational process has been impressing on the cultural and scientifically structured knowledge.

Palavras-chave : Development of Readers; Lifelong Education; Pedagogical Proposal.

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