Ressignificando a sala de aula de língua portuguesa: narrativas em interação no estágio supervisionado

Abstract

In this research, we aim at investigating the meaning negotiation about Portuguese language classroom in interactions between teachers and undergraduate students, from the narrations of the supervised internship. For this reason, it will be analyzed discussions that came out of small scenes in elementary education classrooms, remembered by graduation students of a complementary subject of the supervised internship. The relevance of this work takes in regard the current disputes about teachers’ roles, as well as their performances inside the classroom. In a moment in which the conservative movements promote teachers as reproductors of contents, even more focused on the utilitarian market logic, this study is developed in defense of a teacher education that prioritize reflexibility (CALVACANTI, 2013) and the teacher’s protagonism. This research, on the scope of Applied Linguistics (MOITA LOPES, 2006), follows in the perspective of transgressor education (HOOKS, 2013), in which the students are engaged in participating of an active process of learning. In order to analyze the classroom interactions’, as well the narrative presented, we follow the assumptions of speech analyses with the theoretical-methodological tools of indexibility (BLOMMAERT, 2005) e entextualization (BAUMAN, BRIGGS, 1990). Besides that, we also consider assumptions of the Interactional Sociolinguistics, specially the concepts of frame. (BATESON, 1955) e footing (GOFFMAN, 2002). As results indicated, it was possible to notice that the students construct their metapragmatics models (WORTHAM, 2006) of teaching, based on what have been discussed and observed. Furthermore, this model of internship promotes more autonomy and responsibility on the teachers that are in formation with their own learning. Besides, it points out the ways to search their own educational practice.