Narrativas de estagiários : um olhar sobre o estágio supervisionado de letras

Abstract

Upon entering the languag escourse, the studentis inserted in a series of discussions about the language and the ways to teach it. The Supervised Internship discipline, in addition to promotin gand broadening these discussions, provides the student with the opportunity to experiencer eflection sandactions that guide their practice in a way thataligns with these discussions, thus becoming the ideal time for them to analyze the new methodologie sused in teaching practice. It was in order to understand these new practices that there search The place of supervised internship in the training of the Portuguese Language teacher, ai med to understand the experiences of the student / intern of the course of languages in the supervised internship, see king to understand how the student be haves as na observer (beginning of internship) and as intervention ist (final stage of internship). The research corpus consists of tem internshi preports prepared in the observation phase of Portuguese Language classes (documents required in the Supervised Internship I discipline) and tem reports of teaching Portuguese Language classes (documents required in the Supervised Internship III discipline). We can say, then, that this is a qualitative approach research, whose procedures were bibliographi cand documentary research. As a theoretical reference, we use, besides the texts of PCN (1999) and BNCC (2016), works of theorists such as Orlandi (2012), Kleiman (2012), Marcushi (2008), Antunes (2003, 2007, 2009, 2010), among other scholars who discuss teacher education and theteaching-learning processes of the Portuguese language. As final results, we have observed that two main questions are revealed: the student / trainee understands the importance of the oriesto support their teaching practices, how ever, recognizes that the absence of a sociointeractionist perspective of language during their own basic education makes it difficult to convert acquired knowledge in methodological practices of a new teaching practice.