Trainees’ representations of teacher's actions in supervised internship reports: what do teachers in training say about their planned work?

• Autor(a) principal: Gomes, Rosivaldo
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Horizontes de Linguística Aplicada
• Texto Completo: https://periodicos.unb.br/index.php/horizontesla/article/view/32720
• topic: agir professoral; estágio; relatório; formação inicial de professores; teacher actions; internship; report; initial teacher education

This paper presents an analysis about the teaching action of Portuguese language teachers in initial training in the context of supervised internship regarding discursive representations of the planned work (MACHADO, 2005) performed by these subjects. The study is based on discussions about supervised internship as an object of study (SILVA, 2013; GURGEL; LEURQUIN, 2016; BORELLI; PESSOA, 2019) and in the epistemological framework of Sociodiscursive Interactionism from the concepts of acting and teaching work (BRONCKART, 2006, 2008; ABREU-TARDELLI, 2006; BRONCKART, MACHADO, 2004; MACHADO 2008; MACHADO; BRONCKART 2005, 2009). The research is configured as qualitative-interpretive (DENZIN; LINCOLN, 2006, MOITA LOPES, 1994; BORTONI-RICARDO, 2018), of the documentary type and is located in the field of Applied Linguistics. The analyzed corpus consists of thematic segments (BULEA, 2010) of three reports produced by academics, referring to the discipline of Supervised Internship in Mother/Portuguese Language I, taught in the Portuguese/French Courses at the Federal University of XXXXXX, in 2019. The results show that the teachers/es in formation, based on their teaching action, plan and resignify their work not only based on what is prescribed in the official documents, but also on the basis of their teaching needs and the learning needs and possibilities of the students.