Resumo

PULLIN, Elsa Maria Mendes Pessoa; GOES, Natália Moraes  e  KITO, Talita. The Interest of Future Teachers in Reading Assigned Texts. RMIE [online]. 2013, vol.18, n.59, pp.1241-1256. ISSN 1405-6666.

The ways university professors refer to assigned readings and evaluate them in their courses can interfere with students' interest in studying academic texts. The objec-tive of this study is to analyze how students enrolled in six undergraduate courses (entry level and near graduation) perceive the ways their professors recommend texts, and to define the main variables that affect their interest in reading such texts. To obtain the data, a questionnaire was given to 456 students in a public university in the state of Paraná, Brazil. The results indicate that the relations under study differ in terms of the frequency they are recognized per course and series, and corroborate the concerns and suggestions of other researchers.

Palavras-chave : reading; professor's role; higher education; teacher training; Brazil.