Leitura, ensino de língua portuguesa e formação do professor

Abstract

This study proposes to discuss the status of reading as a curricular component of the Portuguese language as a subject in the Brazilian school. Therefore, it presents, initially, an overview of the ways in which reading is approached in the historical course of the constitution of the Portuguese language teaching. Next, this historically constructed status of reading is contrasted with the current Portuguese language teaching practices mediated by students for licentiate in Language and Linguistics during an internship in schools of the public system in São Paulo (Brazil). The description and analysis of the implementation process of a teaching project for reading stories from marginal literature, by a student, as * Professor doutor da Universidade de São Paulo – USP, São Paulo, Brasil; Faculdade de Educação, Campus Butantã, São Paulo, SP, Brasil. Linha D’Água, São Paulo, v. 34, n. 01, p. 103-115, jan.-abr. 2021 104 Leitura, ensino de língua portuguesa e formação do professor Todo conteúdo da Linha D’Água está sob Licença Creative Commons Attribution-NonCommercial 4.0 International License recorded in his internship report, allow us to problematize some of the challenges that the reading in the classroom approach poses to teaching practices and to the training of the Portuguese language teacher.