CONTINUED TEACHER TRAINING:

A DIDACTIC SEQUENCE PROPOSAL FOR THE TRAINING OF READERS STARTING FROM CORDEL

Abstract

The paper presents an excerpt from a master's research, in which a study was carried out on the potential of the continuing education process for elementary school teachers.
The proposal defended by this research concerns the insertion of cordel literature in the classroom, as a text to be mediated for the formation of readers. The objective of this research was to propose, as a final product, a didactic sequence – presented here – that intends to assume, together with the teacher, the role of methodological support in the mediation process of this
literature in the classroom. The article is organized in three parts: the first part deals with
theoretical aspects about continuing education for teachers and cordel pamphlets as part of the reading mediation process. In the second, it reflects on the figure of the teacher as a reader. And
in the last one, based on the didactic sequence model adopted by Cosson (2014), it presents as a pedagogical proposal for the mediation of literary texts in the classroom, a didactic sequence to be discussed/worked on the continuing education courses for teachers in the area of reading and formation of readers and based on work with cordel literature. Therefore, the study is guided by authors such as Amigues (2004), who problematizes teacher education, Colomer (2007) and
Cosson (2013), who discuss literature and its presence in the formation process of readers,
directing its focus for students, and Pinheiro (2013), who explores the cordel as a pedagogical resource.