A READER TEACHER'S TEACHING PRACTICES

The promotion of reading incentive comprises one of the main objectives of Elementary Education, especially in the Early Years. This focus on reading leads to questions such as: Do reader teachers develop significant educational practices to form reader students? Faced with such questioning, this article is intended to report on and reflect upon relevant instances in the trajectory of an Elementary Education teacher who, since her childhood, has experienced possibilities made possible by books and other cultural media and, as a result, became a reader. The investigation, of a qualitative approach, was carried out through an semistrictured interview with a teacher. All the information was treated following guidelines from Discursive Textual Analysis. The approaches allowed to reach the conclusion that, for cultivating the habit of reading since very early on, the above teacher develops with her students significant educational practices to form readers.