LIVROS ILUSTRADOS DE NÃO-FICÇÃO E FORMAÇÃO DE LEITORES: UMA ANÁLISE A PARTIR DA VOZ DE FUTUROS PROFESSORES.

This work is focused on establishing the basis for a model of reader training supported by the illustrated non-fiction book (TABERNERO, 2018). It is considered to put the focus of analysis on the voice of the future mediators of reading promotion in schools, which is why in this study a diachronic vision of the figure of the teacher was chosen, starting with the initial training and ending with their professional performance. Our research is qualitative, through semi-structured interviews with student teachers (in their various formative moments: undergraduate and graduate) and active teachers. The participants' viewpoint, based on biographical narratives (CHÁRRIEZ, 2012), will serve to bring together the concept of non-fiction books and social reading practices (RUBIO, 2007), which show the changes that the educational system needs to make in order to train readers. [ABSTRACT FROM AUTHOR]