Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial training
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Cadernos CESPUC de Pesquisa |
Texto Completo: | http://periodicos.pucminas.br/index.php/cadernoscespuc/article/view/27486 |
Resumo: | This article aims to reflect on the path of construction of the professional identity of teachers in initial training at the Federal Institute of Education of Espírito Santo (Ifes) campus Venda Nova do Imigrante – ES relating this path to academic training and the Supervised Internship in the final years. In view of this, we start with the question: What language teacher profile does the Federal Institute expect to train? In order to answer this question, our theoretical discussion is based on Pimenta and Lima (2017), Gatti (2016), Benevides (2006), Hall (2003), Bauman (1998, 2005), Nóvoa (1988), Fischer (2007), Marcelo (2009), Volochinov (2003) and Bakthin (2003), this is, reflections on the construction of the teaching identity in initial training and humanization of the Licentiate Degree in Language Teaching in a technical institution. As methodological approach, we carried out a follow-up of the students' experience reports and we selected two experience reports from the discipline of the Supervised Internship in the final years. Finally, we conclude that for there to be an effective training process, a systematic follow-up of the professor-advisor, professor-tutor and academics is expected, so that they may start a path of professional teacher identity. |
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Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial trainingLetramento acadêmico: percurso da construção da identidade profissional docente em Letras-Português em formação inicialTeacher professional identityInitial teacher trainingLiteracy. Experience reportSupervised internshipIdentidade profissional docenteFormação docente inicialLetramentoRelato de experiênciaEstágio SupervisionadoThis article aims to reflect on the path of construction of the professional identity of teachers in initial training at the Federal Institute of Education of Espírito Santo (Ifes) campus Venda Nova do Imigrante – ES relating this path to academic training and the Supervised Internship in the final years. In view of this, we start with the question: What language teacher profile does the Federal Institute expect to train? In order to answer this question, our theoretical discussion is based on Pimenta and Lima (2017), Gatti (2016), Benevides (2006), Hall (2003), Bauman (1998, 2005), Nóvoa (1988), Fischer (2007), Marcelo (2009), Volochinov (2003) and Bakthin (2003), this is, reflections on the construction of the teaching identity in initial training and humanization of the Licentiate Degree in Language Teaching in a technical institution. As methodological approach, we carried out a follow-up of the students' experience reports and we selected two experience reports from the discipline of the Supervised Internship in the final years. Finally, we conclude that for there to be an effective training process, a systematic follow-up of the professor-advisor, professor-tutor and academics is expected, so that they may start a path of professional teacher identity.O presente artigo tem como finalidade realizar uma reflexão sobre o percurso da construção da identidade profissional docente no curso de Letras-Português, em formação inicial, no Instituto Federal de Educação do Espírito Santo (Ifes) campus Venda Nova do Imigrante - ES, relacionando esse percurso com a formação acadêmica e o Estágio Supervisionado nos anos finais. Diante disso, partimos da problematização: que docente em Letras-Português o Ifes Campus Venda Nova do Imigrante espera formar? Para isso, discutimos à luz da fundamentação teórica baseada em Pimenta e Lima (2017), Gatti (2016), Benevides (2006), Hall (2003), Bauman (1998,2005), Nóvoa (1988), Fischer (2007), Marcelo (2009), Volochinov (2003) e Bakthin (2003), isto é, partiu-se de reflexões sobre construção da identidade docente em formação inicial e humanização do Curso de Licenciatura em Letras-Português em uma instituição tecnicista. Como percurso metodológico, realizou-se um acompanhamento dos relatos de experiências dos acadêmicos, foram selecionados dois relatos de experiência sobre o percurso do Estágio Supervisionado nos anos finais. Por fim, concluiu-se que para que haja um processo formativo eficaz, espera-se um acompanhamento sistematizado do professor-orientador, professor-tutor e acadêmicos a fim de que possam iniciar um percurso de identidade profissional docente. Editora PUC Minas2022-01-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.pucminas.br/index.php/cadernoscespuc/article/view/2748610.5752/P.2358-3231.2021n39p167-184Cadernos CESPUC de Pesquisa Série Ensaios; n. 39 (2021): Escrita de pesquisa: epistemologias e práticas; 167-1842358-3231reponame:Cadernos CESPUC de Pesquisainstname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)instacron:PUC_MINSporhttp://periodicos.pucminas.br/index.php/cadernoscespuc/article/view/27486/19265Copyright (c) 2022 Editora PUC Minashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessPereira, Selma Lúcia Assis2022-02-08T06:25:14Zoai:ojs.pkp.sfu.ca:article/27486Revistahttp://periodicos.pucminas.br/index.php/cadernoscespuc/indexhttp://periodicos.pucminas.br/index.php/cadernoscespuc/oaicespuc@pucminas.br||cespuc@pucminas.br2358-32311516-4020opendoar:2022-02-08T06:25:14Cadernos CESPUC de Pesquisa - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)false |
dc.title.none.fl_str_mv |
Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial training Letramento acadêmico: percurso da construção da identidade profissional docente em Letras-Português em formação inicial |
title |
Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial training |
spellingShingle |
Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial training Pereira, Selma Lúcia Assis Teacher professional identity Initial teacher training Literacy. Experience report Supervised internship Identidade profissional docente Formação docente inicial Letramento Relato de experiência Estágio Supervisionado |
title_short |
Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial training |
title_full |
Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial training |
title_fullStr |
Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial training |
title_full_unstemmed |
Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial training |
title_sort |
Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial training |
author |
Pereira, Selma Lúcia Assis |
author_facet |
Pereira, Selma Lúcia Assis |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pereira, Selma Lúcia Assis |
dc.subject.por.fl_str_mv |
Teacher professional identity Initial teacher training Literacy. Experience report Supervised internship Identidade profissional docente Formação docente inicial Letramento Relato de experiência Estágio Supervisionado |
topic |
Teacher professional identity Initial teacher training Literacy. Experience report Supervised internship Identidade profissional docente Formação docente inicial Letramento Relato de experiência Estágio Supervisionado |
description |
This article aims to reflect on the path of construction of the professional identity of teachers in initial training at the Federal Institute of Education of Espírito Santo (Ifes) campus Venda Nova do Imigrante – ES relating this path to academic training and the Supervised Internship in the final years. In view of this, we start with the question: What language teacher profile does the Federal Institute expect to train? In order to answer this question, our theoretical discussion is based on Pimenta and Lima (2017), Gatti (2016), Benevides (2006), Hall (2003), Bauman (1998, 2005), Nóvoa (1988), Fischer (2007), Marcelo (2009), Volochinov (2003) and Bakthin (2003), this is, reflections on the construction of the teaching identity in initial training and humanization of the Licentiate Degree in Language Teaching in a technical institution. As methodological approach, we carried out a follow-up of the students' experience reports and we selected two experience reports from the discipline of the Supervised Internship in the final years. Finally, we conclude that for there to be an effective training process, a systematic follow-up of the professor-advisor, professor-tutor and academics is expected, so that they may start a path of professional teacher identity. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.pucminas.br/index.php/cadernoscespuc/article/view/27486 10.5752/P.2358-3231.2021n39p167-184 |
url |
http://periodicos.pucminas.br/index.php/cadernoscespuc/article/view/27486 |
identifier_str_mv |
10.5752/P.2358-3231.2021n39p167-184 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.pucminas.br/index.php/cadernoscespuc/article/view/27486/19265 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Editora PUC Minas https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Editora PUC Minas https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora PUC Minas |
publisher.none.fl_str_mv |
Editora PUC Minas |
dc.source.none.fl_str_mv |
Cadernos CESPUC de Pesquisa Série Ensaios; n. 39 (2021): Escrita de pesquisa: epistemologias e práticas; 167-184 2358-3231 reponame:Cadernos CESPUC de Pesquisa instname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas) instacron:PUC_MINS |
instname_str |
Pontifícia Universidade Católica de Minas Gerais (PUC Minas) |
instacron_str |
PUC_MINS |
institution |
PUC_MINS |
reponame_str |
Cadernos CESPUC de Pesquisa |
collection |
Cadernos CESPUC de Pesquisa |
repository.name.fl_str_mv |
Cadernos CESPUC de Pesquisa - Pontifícia Universidade Católica de Minas Gerais (PUC Minas) |
repository.mail.fl_str_mv |
cespuc@pucminas.br||cespuc@pucminas.br |
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1798329686710812672 |