This work is based on the project "reading for study and knowledge in the initial training of pedagogy students", the aim of which is to investigate how reading is linked to knowledge and training, taking into account the study and learning strategies of pedagogy students. In order to carry out this research, we studied themes (theoretical support) that address important issues for the development of the project, such as knowledge, higher education training and reading.

In particular, we had a dialogue with Castello-Pereira (2003), Britto (2004; 2005; 2009), Silva (2010), Britto and Castilho (2009), who, as well as developing studies similar to ours, have produced concepts such as: epistemological stance: critical or instrumental, study reading, objective and subjective availability, the concept of authorship and the constitution of a collection. This research involved students from two universities: one public and one private, which provides us with important clues about the formative processes and conceptions of learning and knowing of pedagogy students.

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