THE FORMATION OF THE TEACHER-READER: PATHWAYS TO INTEGRATING LITERATURE AND TEACHING IN THE SCHOOL CONTEXT

Abstract

This article aimed to reflect on the formation of the teacher-reader and the ways to integrate literature and teaching in the school context. It starts from the understanding that literature constitutes a fundamental social and cultural practice for human development, with the teacher being a central mediator in this process. The research is characterized as qualitative, of a bibliographic nature, based on the analysis of books, scientific articles, and documents that address teacher training and the teaching of literature. The results showed that teachers who maintain an active relationship with literary reading tend to develop more meaningful pedagogical practices, favoring literary literacy and the construction of richer reading experiences at school. It was observed that initial and continuing training exerts a direct influence on teacher identity and the quality of work with literature, with reading experience being an essential element of this process. It is concluded that the training of the teacher-reader is indispensable for integrating literature and teaching in a critical, sensitive, and humanizing way, contributing to the formation of autonomous readers and to the strengthening of literary culture in the school environment.