Reading and initial teacher education: senses, memory and history based on a discourse perspective

Abstract

In this article, we present the results of a research that has been investigating, among other issues, the relationship that the Pedagogy Program students have developed with reading throughout their lives. It is our intention to find out if and how such relationship influences these graduates' learning process, in a particular way and their academic qualification, in an extensive way. The theoretical-methodological postulates from the French Speech Analysis proposed by Pêcheux and followers, as well as the contributions of the historical-cultural referential, brought by Chartier, substantiate our investigations.

reading; learning; academic qualification