The (non) presence of literary reading in the professional journey of three teachers

Abstract

This study aims to identify aspects related to the reading of literary books reported by three literacy teachers at two distinct moments: as students and as educators. The central problem is to examine how these experiences with literature, throughout their family, school, and professional trajectories, affect the ways in which they interpret and appropriate literary reading in the classroom. Studies linked to cultural history and the teaching of literature in schools contribute to the understanding that the formation of literary readers occurs through the various modes—wandering, diverse, or exemplary—learned and taught within specific communities (primarily the school). In these spaces, reading practices and representations are inscribed, being responsible for "educating" and shaping readers, who participate in them as either students or teachers.