LANGUAGE AND KNOWLEDGE, THEME OF INITIAL TRAINING IN THE INTEGRATED DEGREE IN SCIENCES, MATHEMATICS AND LANGUAGE

• Autor(a) principal: Alves, José Moysés
• Data de Publicação: 2020
• Outros Autores: Parente, Andrela Garibaldi Loureiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9861
• topic: Language and knowledge; Teaching in higher education. Initial teacher training; Inverted symmetry; Reflection on own pratice; Linguagem e conhecimento. Docência no ensino superior. Formação inicial de professores. Simetria invertida. Reflexão sobre a prática

This article reports a professor's research on his own practice, when teaching the theme Language and Knowledge I, to a class of 40 undergraduates. The objective was to produce new meanings about the teaching of the theme, from the narrative of an attempt to approximate the training provided with the pedagogical practice desired in professional practice, in a perspective of inverted symmetry. In addition to discussing their previous knowledge and some texts, the undergraduate students researched subjects related to Nature and Culture of Marajó content, planned activities and developed didactic resources to teach it to students in the early years, concerned with the communicative approach. The narrative of the experience was based on the teacher's memories, the planning carried out for the theme and the productions of the undergraduate students. The interpretative analysis of the narrative made it possible to produce the following meanings. It is possible to work with a theoretical theme, in the initial formation of teachers, in a perspective of inverted symmetry. The contextualization allows valuing the cultural identity and the personal history of the graduates, mobilizing their emoticons. Dialogue and collaborative activity planning contribute to the development of affective bonds, creativity and autonomy for future teachers.