Relatório de estágio: a formação do professor de língua portuguesa no modo de narrar a aula

Abstract

We started a research on the writing of reports in the supervised teaching practice, at the Universidade Federal do Pará, campi Marajó-Breves, Belém, and Castanhal, and the interrelationships between the writing process and the production of knowledge, specifically when dealing with the form in which the students narrate the class. In the reports, the student teacher makes images over the events of the class through writing. In this study, one of the hypotheses that we make is that it is possible that the form in which the student teacher narrates produces a polyphonic discourse (discourses that structure the teaching field) that highlights points of views that make clear forms of knowledge upon the role of the participating subjects in the supervised teaching practice, the school and the teaching. Such knowledge is manifested bt the selection or concealment of a term, and expression, the organization of an utterance, and so forth. Considering that the report is a predominantly narrative text, we propose to analyze it both in the sphere of the narration, where the speaker builds images of such interactions through writing, and on the sphere of the narrative, where the interactions experienced in class appears as the object of the report. In both, "action" is an accentuated element. We set up the notions of the spheres of both narration and narrative based on the studies of Todorov (2008); our base for the concept of polyphonic discourse is in the works of Bakhtin (2008), Ducrot (1987), and Authier-Revuz (2004). The concept for "action" is build based on Bakhtin/Volochínov (2010) and Geraldi (2013). Finally, we approach the way that the actions in the narrative sphere are linguistically materialized (and their relationship with the empirical status of these actions) based on the works of Castilho (1968), Travaglia (2016), Ducrot (1987), and Austin (1990). Our general goal is to understand how the report, as essentially narrative text, presents to us indications of the formation process of the teacher and how the knowledge, incorporated by the student teacher in its formative process, is characterized. To achieve this goal, we arranged the analysis of three reports of the conducting sections in two moments. In the first moment, starting from the narrative sphere, we discuss the action attributed to the students of the class and to the student teachers, and the report about either the content or the methodology used in the classroom. In the second moment, starting from the narration sphere, we discuss the ways in which the student teachers exhibit the actions in the sphere of the narrative in producing a text in which they describe those things. With this study, we answered two questions that we raiste. The first one being "when can we say that a report gives us clues of a process of knowledge growth?". We notice that, although as reports they are full of generalizations and concealments, they shows that produces knowledge about the conceptions of the teaching practice that guides the student teacher. The second question is "what can be considered as a 'good' report?", that we also answered. We conclude that a "good" report must fulfill at least two goals: a detailed and reflective writing, and a writing that undermines preconceived knowledge. The first goal is important to the student teacher to revisit his text and surpass his initial positions, reflecting on his data from the conceptions learned during the undergraduate course. The second goal concerns that the report needs to be understood as a practice in which the student teacher undermines his preconceived options, often "archaic and authoritarian", that he has about the subjects who take part in the class, about the school, and about the teaching process.