Memories of reading: the said and not told about reading educated

Abstract

In this study, reading is conceived as a social practice, action between interlocutors, dialogism, activity responsive. Based on these assumptions, we intend to analyze memories of reading the first-year graduate students in Education, aiming to verify how the dialogue of these future teachers with reading. To this end, we selected memories of reading, eight students, collected in class Practice Reading and Writing Assignments, with the aim to develop a reflection on those speeches, basing ourselves on the theoretical assumptions of Bakhtin (1992, 2003) and others researchers who share the vision of language and reading as a process and production of meaning between interlocutors. It was considered that future teachers to produce their narratives, through the recollection and the assignment of meaning to what is meaningful, builds a double movement of identification/distance that allows the emergence of the uniqueness of these subjects, which may contribute to a redefinition make the teaching of future teachers.