semiestruturadas e a apresentação de filmagens de aulas e de sessões de autoconfrontação simples e cruzada. Dos filmes foram selecionadas sequências, de modo a atender aos objetivos da pesquisa, para efeito de análise por cada uma das participantes sobre sua própria atuação docente com o uso do texto literário em sala de aula. Das filmagens das sessões de autoconfrontação simples, elegemos aquelas sequências que julgamos relevantes para orientarem as trocas verbais das duas participantes da pesquisa acerca, de seu próprio agir pedagógico e do seu par, no momento da sessão de autoconfrontação cruzada. Assim, o corpus da pesquisa foi constituído pelos resultados do questionário e pelos textos resultantes das transcrições das entrevistas e das sessões de autoconfrontação simples e cruzada. A triangulação dos dados nos permitiu concluir que a autoconfrontação se apresenta como dispositivo metodológico sine qua non para se investigarem as crenças e as práticas de docentes em processo de formação que atuam com a leitura literária em seu métier. Como parte dos resultados, atestamos que a adoção desse recurso metodológico possibilitou às graduandas-professoras o exercício da exotopia, o que lhes permitiu a reflexão e

a (re)significação de suas crenças e práticas letivas, a ampliação de seu poder de agir, por meio das trocas de experiências mediadas pelo dialogismo, e o desenvolvimento na prática profissional, quanto ao trabalho com a leitura na perspectiva do letramento literário.

Palavras-chave: Leitura literária. Crenças. Autoconfrontação.

The purpose of this Thesis is to analyze the beliefs and practices of undergraduateteachers of the State University of Ceará (UECE), regarding literary reading in mother tongue at elementary school. It is a quantitative-qualitative, interpretative research, which its main methodological framework used for data collection are simple self-confrontation and cross self-confrontation. The privileged participants are two undergraduate students of Portuguese Language Studies at UECE. Although they did not have completed the initial training, they already work as teachers of Portuguese Language in classes of the 9th year of Primary School, at the Pró- Técnico Course of the Municipality of Fortaleza (PMF). They were chosen among the students at Internship Classes I, II, III and IV, of the semester 2015.2. To reflect on beliefs, the theoretical-methodological bases rest, among others, on the studies of Almeida Filho (1993), Barcelos (1995, 2004, 2006 and 2007), Basso (2006), Vieira-Abrahão (2006) and Sousa (2011). In order to discuss the methodological device of self-confrontation, we applied Faïta and Vieira (2003), Faïta and Saujat (2010), Clot; Faïta (2000), Clot (2006) and Brasileiro (2011). In order to address issues related to literary and reading literacy, the theory was based on Jauss (1987 and 1994), Jouve (2002 and 2012), Barthes (2005), Aragão (2006), Colomer (2007 and 2008), Soares (1997, 2002, 2003 and 2008), Cosson (2006 and 2014), Dalvi (2013), Paulino (2008 and 2014) and Paulino & Cosson (2008). We used, as investigative resources, the application of questionnaires, semi-structured interviews and the filming of classes and sessions of simple and crossed self-confrontation. From the films were selected sequences, in order to meet the objectives of the research, for the purpose of analysis by each of the participants about their own teaching performance with the use of literary text in the classroom. From the filming of the simple self-confrontation sessions, we chose those sequences that we considered relevant to guide the two participants’ verbal exchanges about their own pedagogical activity and their peers at the time of the cross self-confrontation session. Thus, the corpus of the research was constituted by the results of the questionnaire and the texts resulting from transcripts of the interviews and the sessions of simple and cross self-confrontation. The triangulation of the data allowed us to conclude that self-confrontation is a sine qua non methodological device to investigate the beliefs and practices of teachers in the process of formation who act with the literary reading in their métier. As part of the results, we verified that the adoption of this methodological resource enabled the undergraduate-teachers to exercise exotopy. This allowed them to reflect and (re)signify their beliefs and practices, the expansion of their teaching actions through exchange of experiences mediated by dialogism and the development of their professional practices, regarding the work with reading in the perspective of literary literacy.

Keywords: Literary Reading. Beliefs. Self-confrontation.