Scientific knowledge and epistemology of practice in institutional processes of educating teachers and readers

Abstract

This study analyzes the education of basic education teachers at institutions of higher education and in continuing professional experiences. The research uses a qualitative methodology (semi-structured interviews) and discusses the educational trajectory and professional experiences of two reading teachers in São Paulo state, Brazil who were accredited in language sciences and pedagogy. It uses a Bakhtinean theoretical framework as reference and a historical-cultural approach. The findings reveal the lack  of theoretical and practical training for reading teachers and indicate the need for coordinated investments by the state, university and schools in the formation of teachers’ cultural, scientific and pedagogical identities to enhance a more effective performance in the education of critical readers.