A leitura presente nas memórias discentes no Curso de Pedagogia do IEAA

Abstract

This Course Conclusion Work was developed within the scope of the IEAA/UFAM Pedagogy Course, aiming to analyze the educational and non-school educational experiences of the Pedagogy Course students, recorded in a notebook entitled "Readers' Memories" produced in 2017 during the course Reading Methodology, a mandatory curricular component of the IEAA Pedagogy Course offered in the second semester of the year mentioned. It is a qualitative research of documentary character, since the material analyzed is a pedagogical notebook, also considered a document. Data were obtained from the memories of 15 students who recorded their educational and non-school educational experiences related to reading, their learning difficulties, the challenges they had to face as a university student in the IEAA Pedagogy Course. The results show that most students had reading difficulties in childhood, also that access to literary collections was restricted to the school space, most of them did not have the privilege of reading stories in childhood. Reading in childhood and high school was also located in the students' memories, as well as in the university. In primary education, the analyzed memories show that it was necessary to know how to read in order not to fail and participate in the entrance exam, while reading at the university was seen by students as an obligation, as the texts proposed by the teachers were narrated as complex, extensive and with no reading pleasurable.