PIBID Letras-Português and teacher training: possible dialogues

Authors

  • Suzana Pagot Universidade de Caxias do Sul

Keywords:

teaching academic qualification, language, literature, praxis

Abstract

This article aims to present a reflection about the pedagogical actions within the sphere of language and literature implemented between 2014 and 2017 in the subproject Languages-Portuguese of the Initiation to Teaching Scholarship Institutional Program (PIBID) financed by CAPES in collaboration with the University of Caxias do Sul, applied in the Colégio Estadual Imigrante. Throughout the text, a portrayal of the project is introduced, describing its main steps, detailing part of the actions and moving towards the analysis of the constructions elaborated from the dialectic relation between theory and practice. As a result, it demonstrates in which level the proposals complement the academic background of the graduates, reframe their professional perspective and rebound in their academic literacy.

References

KOCH, I.V. A interação pela linguagem. São Paulo: Contexto, 2003.

KLEIMAN, A. B. Os estudos de letramento e a formação do professor de língua materna. In: Linguagem em (Dis)curso – LemD, v. 8, n. 3, p. 487-517, set./dez

COSSON, R. Letramento literário: teoria e prática. São Paulo: Contexto, 2009.

ANTUNES, I. Muito além da gramática: por um ensino de línguas sem perdas no caminho. São Paulo: Parábola, 2007.

FREIRE, P. Pedagogia da Autonomia: saberes necessários à prática educativa. 8 ed. São Paulo: Paz e Terra, 1998.

ORDINE, N. A utilidade do inútil: um manifesto. Rio de Janeiro: Zahar, 2016.

MORIN, E. Os sete saberes necessários à educação do futuro. São Paulo: Cortez, 2000.

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Published

2018-03-22

How to Cite

Pagot, S. (2018). PIBID Letras-Português and teacher training: possible dialogues. Interdisciplinary Journal of Applied Science, 3(5), 37–40. Retrieved from https://sou.ucs.br/revistas/index.php/ricaucs/article/view/59

Issue

Vol. 3 No. 5 (2018): Interdisciplinary Journal of Applied Science

Section

Short Communications

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Copyright (c) 2018 Interdisciplinary Journal of Applied Science

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