O relatório de estágio nas áreas de História e Ciências Biológicas: um estudo interacionista sociodiscursivo

Abstract

The internship report, a fundamental discursive practice in the literacy process of teachers in training (Lopes, 2007), is configured as a symbolic and semiotic artifact, incorporated into representations constructed and under construction about teaching actions. From this perspective, the present research has the general objective of investigating the textual-discursive materiality of the internship report and its implications for teacher training in the areas of History and Biological Sciences, at the Federal University of Paraíba, main campus. As specific objectives, we established: (1) Characterize the conditions for producing the internship report in the areas of History and Biological Sciences; (2) Analyze the linguistic-discursive elements that refer to linguistic actions of teaching action in internship reports produced by undergraduate students in History and Biological Sciences; and (3) Examine possible implications of producing the internship report for and in the teaching training of these graduates. To this end, it is based on the conceptual apparatus of Sociodiscursive Interactionism (ISD), particularly on the concepts of language practices, text genres, production conditions and semantics of action (Bronckart, 2003, 2006, 2009). Methodologically, it fits into the field of Applied Linguistics (Moita Lopes, 2006) as a case study (Yin, 2001), of a documentary nature (Kripka; Scheller; Bonotto, 2015), with a qualitative approach (Bogdan; Biklen, 1994) and of an exploratory nature (Gil, 1994). The corpus, analyzed in light of the epistemological framework of Sociodiscursive Interactionism, consists of responses to the online questionnaire applied to students on the focused courses and the internship reports produced by them. The results indicate that the production of the report is involved in historical, social and linguistic contexts, which condition the textual content, as well as the interaction between participants (teachers and interns). According to the students' responses, there are different contributions of writing the report to teacher training, among which the following stand out: reflection on the academic path, construction of professional identity, evaluation of the actions of others and of one's own actions and the possibility of developing future research. Through the analysis of the linguistic-discursive elements that refer to language actions related to teaching actions in the reports, different enunciative positions of the interns are verified, translated into logical, deontic, pragmatic and appreciative modalizers. Still in the production of these texts, the recurrence of linguistic, instrumental, cognitive and prescriptive action is also observed. It is concluded, therefore, that the internship report may undergo variations in the compositional and linguistic-discursive dimensions, depending on the area, the teacher and the target audience. Furthermore, it is a genre that emerges as a language action in which the teacher in training assumes the position of observer of teaching practice, but also an agent of that same practice, intervening in the classroom and (re)acting linguistically and discursively their perceptions, positions, evaluations and reflections.