The reading experiences of the subject-teacher-reader narrated in a research-training

Abstract

This article is based on research that focused on the reader; the reading experience. This article is based on an investigation centered on the construction of the reader identity: a reader of words, texts, and books; a reader of the world, and of the multiple meanings related to one's own experiences and the experiences of others. Qualitative in nature, the work's main objective is to understand, through autobiographical narratives, whether reading experiences contribute to the formation of the teacher-reader subject who works in the early years of Elementary School in the São Paulo Municipal School System. The research is based on the teachings of Freire (1989; 2021) and Pennac (1993), in addition to dialogues established with theorists who investigate research-training from an autobiographical perspective, among which Passeggi (2016; 2021) and Furlanetto (2003; 2022; 2024) stand out. Through research-training, the Collection of Reading Experiences Atelier was created, whose data presented indicate that the workshop provided formative reflective moments and that autobiographical narratives can be considered as a powerful formative instrument of emancipation, resignification and transformation and that reading experiences contribute to the formation of the subject, the teacher and the reader individually, but also to the formation of the reader-teacher subject, in a plural consciousness.