Wagner Rodrigues Silva

Escrita do gênero relatório de estágio supervisionado na formação inicial do professor brasileiro

In this paper, the writing produced by pre-service teachers in Geography, History and Mathematics undergraduation courses is presented as object of research in the Applied Linguistics (AL). The description of the genre supervised internship report, produced by the pre-service teachers mentioned, is the main aim of this research. The methodology of scientific research is informed by the transdisciplinary approach of AL. Some studies developed in the fields of Systemic Functional Linguistics (SFL) and Teacher Literacy are the main references used in this investigation. The research results show a non-systematized pedagogical work with the writing of reports in the courses studied, what may result in restrictions to the empowerment of the critical literacy idealized for the future teacher in his/her workplace. Some theoretical and methodological contributions are pointed out, more directly, for the studies of genres developed in the SFL.

Proposta de análise textual-discursiva do gênero relatório de estágio supervisionado

In this paper, we show a proposal of textual-discursive analysis of a supervised internship report that is produced by teacher trainees in the undergraduate teaching course. The analysis proposed was produced from the articulation between theoretical principles of Systemic Functional Linguistics and Textual Linguistics. Through descriptive analysis of genre focused, we investigate the complexity characteristic of the supervised internship and present some contributions for the use of supervised internship report in the initial training of teachers.

Escrita acadêmica na escrita reflexiva profissional: citações de literatura científica em relatórios de estágio supervisionado

In this paper we investigate citation practices of scientific literature in reflexive writing from the genre of supervised pre-service training report produced by pre-service teachers enrolled in the mandatory pre-service training subject of English Language Teaching, at an undergraduate language teaching course. The aim of this research is to analyze how these pre-services teacher represent themselves based on citation practices of scientific literature, and characterize some of the functions deployed by the citations in the reflexive writing emerging in the academic sphere. We use the dialogic approach to language from Bakhtinian studies as a theoretical base, as well as theoretical and methodological contributions regarding types of sequences and of discourse proposed by Adam and Bronckart. The results of this research show that the practice of citation of scientific literature is an invocation of authority as a form of erudition, amplification and ornamentation of the discourse produced. This practice can also guide pedagogical action developed by pre-service teachers in their supervised training.

Gêneros em práticas escolares de linguagens: currículo e formação do professor

Abstract: The pedagogical work of recontextualizing textual genres for Portuguese Language classes, produced by trainee teachers, in mandatory disciplines of supervised pre-service teacher training in Language Teacher Education Courses, is taken as the object of investigation. We focus on some attempts for innovation concerning writing practices proposed to Elementary School students. This research is situated within the indisciplinary studies of Applied Linguistics and follows a case study design. Taking into account the significant schooling of genres at school, we present a teaching unit as a guiding tool for pedagogic planning, which has been developed from a Systemic-Functional Linguistics approach of genre-based curriculum cycle.

Relatório de estágio supervisionado como gênero discursivo mediador da formação do professor de língua materna

Este trabalho se propoe a investigar o processo de formacao do professor e a construcao de objetos de ensino, em disciplinas de estagio supervisionado de ensino de lingua materna. A investigacao e realizada por meio da analise documental dos relatorios finais, produzidos pelos professores em formacao, nas disciplinas mencionadas. Os relatorios sao configurados como um genero discursivo bastante instavel e complexo, o que e desencadeado pela mobilizacao de diferentes saberes docentes orientadores da pratica profissional do professor em formacao inicial. Os resultados mostram a necessidade da constante investigacao ou reflexao sobre a acao docente. A perspectiva transdisciplinar da linguistica aplicada e assumida neste trabalho.

Trabalho escolar com vocabulário em relatórios de estágios supervisionados em ensino de língua inglesa

Based on lexical theory, this study identified and described didactic exercises that focus on vocabulary acquisition and improvement in English classes in the subject of supervised English teaching practice. Such exercises are used by student-teachers in their internship practice at schools. The analysis of data has shown that the teaching of vocabulary occurs as an isolated practice, without takink into consideration the reading context of authentic texts. The study of specific vocabulary focused on reading comprehension does not usually occur.

Construção da interdisciplinaridade no espaço complexo de ensino e pesquisa

Neste trabalho investigamos a construcao de praticas interdisciplinares de ensino e pesquisa com base na interlocucao estabelecida entre instituicoes de ensino basico e superior. Apresentamos alguns atores de natureza humana e nao humana, responsaveis pela interacao instaurada no espaco escolar, tomado como campo de pesquisa e caracterizado como complexo. Os resultados da pesquisa mostram que a assuncao da complexidade constitutiva pode auxiliar na compreensao do funcionamento das situacoes de ensino, evitando diagnosticos simplificados e precipitados, o que dificulta a resolucao dos reais problemas em contextos de formacao.

Construção da reflexão na escrita acadêmica por professores em formação inicial

We have investigated the uses of clause complexes in which primary clauses are identified as mental clauses in reflective academic writing present in reports written by pre-service teachers. The texts were produced as a final evaluation for compulsory Teaching Practice disciplines in Portuguese, English, and Mathematics Teacher Education courses, with greater emphasis on the latter. The main analytical categories are the experiential and logic components that integrate the ideational metafunction of language proposed in the grammatical approach of Systemic Functional Linguistics. Results have shown the recurrent construction of representations by the authors themselves as those that experience the phenomena related to perceptive and cognitive mental processes. These processes are responsible, respectively, for the elaboration of descriptive and narrative textual sequences, as well as for the explicitness of more critical positioning.

Professor da escola básica representado na escrita reflexiva acadêmica do aluno mestre

The present paper investigates some representations of Brazilian basic schoolteachers in professional reflexive writing, that is, a differentiated academic writing produced by pre-service teachers as the final assignment during their supervised compulsory pre-service Portuguese teacher training. The focus of attention is given to the clauses where the schoolteachers are construed as the grammar subject of actions. The methodological framework assumed in this research is that of the transdisciplinary approach of Applied Linguistics, which is characterized by the use of theoretical-methodological categories resulting from the many fields of knowledge applied in the construction of the object of study. Schoolteachers are represented as the main social actors accountable for the processes identified, which might ask for a complexification of pre-service teacher’s view as regards the compulsory environment of pre-service teaching. Results indicate the demand for a more useful application of the professional reflexive writing in pre-service teacher education.

Como formadores e alunos da licenciatura em Letras compreendem a linguística aplicada

Nesta pesquisa, (i) investigamos compreensoes de formadores e professores em formacao inicial acerca da linguistica aplicada (LA), no contexto de uma Licenciatura em Letras e (ii) problematizamos alguns desdobramentos dessas compreensoes para o ensino e a aprendizagem de linguas e a formacao de professores. Os resultados apontam que a LA e concebida, pelos professores formadores, como: subarea da linguistica; disciplina mediadora entre teoria e pratica; area nao disciplinar; ou disciplina autonoma com foco na linguagem. Para os professores em formacao inicial, a compreensao acerca da LA e mais rudimentar, sendo desconhecida para a maioria desses colaboradores, da mesma maneira que, para outros, alem de ser confundida com a linguistica, e caracterizada pelo estudo da gramatica da lingua ou, ate mesmo, por abordagens investigativas nao disciplinares.