Práticas de leitura acadêmica e semiformação adorniana: interfaces crítico-reflexivas

Abstract

This work aims to comprehend the academic reading practices experienced in initial teacher training courses in light of Adorno’s semi-formation. The study has been developed in the scope of the Graduate Program in Education at the State University of Ceará – PPGE/UECE. It is characterized as a case study in which bibliographic and documental reviews, as well as the application of semi-structured interviews with eight professors who are former supervisors of the Institutional Program of Teaching Initiation Scholarships (PIBID) at the College of Education, Sciences and Arts of the Central Semi-Arid (FECLESC) are utilized as data collection procedures. In order to analyze the data, the theoretical-methodological background composed of Adorno (1995, 2002, 2010), Bourdieu and Passeron (2009), Silva (2009, 2011), Lüdke and André (1986), Bolgdan and Biklen (2006) has been utilized. The results have evidenced obsolete and reductionist semi-formative reading practices, centered in quantification instead of social quality, as well as mere adaptive textual reading, performed for further written production, conceived in a superficial and inarticulate manner with relation to the broader theoretical and social-historical context. The adaptive reading has also evidenced further oral presentation (seminar), not effectively comprehended as a relevant teaching strategy, for the mobilization of thinking operations and knowledge construction. The study reveals the need for promotion of a critical reading training conducted on teacher training courses which enables to provide reflection-action processes of social-historical, political-economic, educational and curricular character.