O DIÁLOGO DA RELAÇÃO TEORIA E PRÁTICA NA FORMAÇÃO DO PROFESSOR DE LETRAS DA UFPB

Abstract

The present work aims to analyze theoretical and practical studies assisted in the context of the degree in the Portuguese Language Course, at the Federal University of Paraíba, in view of the effectiveness of both in teaching practice and in the school environment. To support this research, we have relied on studies of Costa et al. (2014) and Nóvoa (1995) regarding teacher training; Pimenta (1997) and Freire (2001) concerning theory and practice, as well as to reflections considered by Sousa, Lucena, Segabinazi (2014), Pimenta and Lima (2005/2006); we also observed some official documents. Therefore, from a qualitative approach, of an interpretive nature, we carried out field research using a questionnaire, applied through Google Forms for data collection, containing twelve questions and obtaining answers from seven graduates who completed the Portuguese Language Course under the term of the PPP that came into force in 2007. The descriptive method was used for data analysis. The results showed that, in addition to supervised internships, subjects focused on language teaching were relevant and recurrent in terms of a better contribution to the graduates’ teaching practice. The data also point out that there is a theoretical-practical disproportion, with a lack of practice within the course, which results in a possible difficulty, on the part of the graduates, for the development of pedagogical actions when transposing content to the classroom in Elementary II and High School. The results also show that those who participate in research projects tend to make connections between practice and theory more effectively.