TOWARDS A CARTOGRAPHY OF EMOTIONS - THE PLACE OF LITERARY EDUCATION IN THE PRACTICES OF FUTURE EDUCATORS

Abstract

This study addresses the place of literary education in the practices of future Portuguese kindergarten teachers and primary school teachers.

Anchored theoretically in the sociocultural perspective of lifelong reader training and in the defense of the indispensability of literary education, sustained within the framework of the Aesthetics of Reception, which values the sociocultural, transactional and emotional dimension of reading literature, the aim of the study is to learn about the reading experience of future educators and teachers of the 1st and 2nd cycles of schooling in the Portuguese education system, clarifying the dimensions that favour their construction as readers of literature and as trainers of readers, within the scope of their pedagogical practice. By analyzing autobiographical accounts of how the students came to be readers and trainers of readers of literature, it is concluded that they have different reading identities, although it is clear that they have a tense and distant relationship with reading literature. It also confirms the need to exploit the motivational capital inherent in reading children's and young people's literature, in order to progressively train students as literary readers and future mediators of reading children's literature and the world.