Letramento acadêmico e formação docente: reflexões sobre estágio em um Curso de Licenciatura em Letras

• Autor(a) principal: Jung, Neiva Maria
• Data de Publicação: 2018
• Outros Autores: Rampazzo, Giselli Cristina Claro, Basso, Rosângela Aparecida Alves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• dARK ID: ark:/83112/00130000217q4
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/39863
• topic: Formação docente; Letramento acadêmico; Estágio

Teacher education is a constant reflection theme for us, teacher trainers, because we recognize that in the university, often, Internship subjects are still very or completely disarticulated of most of the other subjects in the Languages ‘course and that, in the Basic Education, it continues being reaffirmed a view around “no” learn English in public school. These are linguistics policies that we produce and / or reproduce and which have implications for language learning. Considering the need for reflections, in Applied Linguistics, on undergraduate courses that train teachers in the area of language, this article aims to reflect on the discipline of stage IV by the perspective of students of a 5th year of the licentiate degree course double (Portuguese / English). Students ‘class data will be analyzed with teacher trainers, a letter produced by the class and students’ responses to a questionnaire. We will be guided, in the conceptions of the New Studies of Literacy, having as main focus the academic literacy and its articulation with the teacher education. In terms of results, we recognize that students have difficulty understanding internship practices, such as observation, class preparation, and reporting, in terms of academic literacy.