Based on the conceptual framework of Discourse Analysis, this work discusses, through raising some questions, the reading practice, in a discursive perspective, in the formation of teachers' who work in the state of Tocantins; in other words, this work reflects on reading as the effect of meanings, according to the theoretical presuppositions of the Discourse Analysis(DA) of the French line. The intention in the present text, more than to contribute to the debate on that issue, is to point some obstacles in the initial formation (IF), or in the continuous formation (CF) of the teachers in the basic level that may be making difficult their understanding of the National Curricular Parameters (PCN) and, consequently, their poor understanding of the Curricular Referential for the State of Tocantins (RC-TO), in relation to the teaching/learning of reading in a more flexible perspective, which takes into account the production conditions in an including context.
discourse; reading and teaching; teacher education; PCN and RC-TO