Os saberes experienciais em relatórios de estágio supervisionado do curso de letras-inglês

Abstract

The teaching of English in Brazil has been marked by changes and transformations established by the Lei de Diretrizes e Bases da Educação Nacional (Brasil, 1996) and, more recently, regulated by the Base Nacional Comum Curricular (Brasil, 2017). In this context, English language teachers needed to keep up with these changes in order to meet the expectations set by such normative documents. However, as it was noticed by this research, the skills and abilities expected in teaching often differ from the reality of the classroom experienced by teachers who have concluded their initial training program and those who work without specific training. (Medrado; Velloso-Leitão, 2018). Given this scenario, this Final Course Project aims to investigate how experiential knowledge, in light of Maurice Tardif's studies, is evidenced in supervised internship reports for the English Language and Literature Program. This research is primarily based on Tardif's (2014) studies on teachers' knowledge, which, according to the author, is plural and constituted by professional, disciplinary, curricular, and experiential knowledge. Furthermore, we examined the Pedagogical Project of the English Language and Literature Course (UFPB, 2018) and engaged in dialogue with other authors who discuss the importance of practice in teacher education. (Costa, 2015; Gimenez; Pereira, 2007; Souza, 2013; Velloso-Leitão, 2015; Medrado; Velloso-Leitão, 2018). To achieve the proposed objective, we adopted a qualitative methodology, of bibliographic and documentary nature, and the research corpus consists of four reports from the Supervised Internship IV from the English Language and Literature program at the Federal University of Paraíba. The results of the analysis showed that experiential knowledge is materialized in these texts and presents a practical, observational, and interactional nature. In this way, we reinforce the relevance of Supervised Internships in English Language and Literature teacher Education and B. Ed. Program as a space for the construction of teaching knowledge, in addition to providing students with a more solid professional training for the teaching profession.