MEMÓRIA E CRIAÇÃO NAS RELAÇÕES DIALÓGICAS DE PROFESSORES EM FORMAÇÃO

Focaliza-se neste trabalho os modos do ensino e de formação de professores, sua retórica (configurações arquitetônicas e tensões) para, desse lugar discursivo, contraporem-se marcas externas em torno das quais se estabelecem os discursos escritos do sujeito que fala, de sua palavra e da de outrem no ato pedagógico. O encontro entre o dado e o novo, isto é, do que é memória e do que é criação no ato da palavra que aproxima sujeito e experiência é tela para olhar as implicações e consequências no cotidiano da relação linguagem e cognição (conhecimento), experiência e ética. A abordagem dialógica da linguagem de que trata Bakhtin e seu Círculo, e seus desdobramentos, são aportes possíveis para o entendimento do que se produz ou reproduz nas relações sociais como modos de viver a vida verbal e, por ela, a vida dos sujeitos em formação (ser social).http://dx.doi.org/10.5935/1981-4755.20170001  

Intercultura nas Escolas e na Formação de Professores de Línguas: O Exemplo do Curso de Letras-Italiano da UFPR

Intercultura nas escolas: o italiano como língua e cultura na rede pública de ensino é um dos projetos de iniciação à docência vinculados ao Licenciar, um programa institucional cujo objetivo é apoiar as Licenciaturas da Universidade Federal do Paraná por meio da oferta de bolsas aos alunos, da orientação aos coordenadores, do acompanhamento pedagógico dos projetos e da organização e promoção de eventos para discussão e socialização dos conhecimentos gerados a partir de projetos. O projeto do italiano, coordenado por mim há oito anos, procura promover uma formação de professores fundamentada desde os primeiros semestres do curso, possibilitando aos graduandos o desenvolvimento da própria competência intercultural e a de crianças da rede municipal de Curitiba, parceira do projeto. No ano de 2017, foram oferecidas Oficinas de sensibilização à língua e à cultura italiana em duas escolas da cidade, cujos planejamento, andamento e resultados são relatados neste trabalho. Apresento também algumas considerações sobre o meu processo de amadurecimento na formação de professores de italiano como língua estrangeira.

Working with Pedagogical Projects at School: Implications for Teacher Education

This work aims at reflecting on possible implications of working with pedagogical projects for teacher education through the presentation of a pedagogical project proposal that is based on the genre poem and that is thought for the disciplines of Portuguese and Literature and for the higher grades of middle school. Firstly, we present the theoretical basis that lies behind the pedagogical project proposal and the discussion about its possible implications for teacher education. Thus we present and discuss the concepts of language use (CLARK, 2000), discourse genres (BAKHTIN, 2003), pedagogical project (HERNÁNDEZ, 2004; LEITE; MENDES, 2004; SCHLATTER; GARCEZ, 2012) and teacher education (NÓVOA, 1992). Next we treat the project based on the theoretical basis presented more fully, justifying the choice for its theme – urban life – and for its main genre – poem – and elucidating its objectives and possible final products. Based on that, we present and analyze its different steps. Considering the discussions about the theoretical basis used and the project, we then talk about how this way of working at school can influence teacher education, more specifically how the axis use-reflection-use and the concept of discourse genre can hold implications for teacher education, as well as we discuss about some of the roles of the teacher who works with pedagogical projects. Therefore, we bring to light a reflection and discussion that elucidate the issue of the development of pedagogical projects at school and its influence on the teacher's education and performance, taking into consideration that this approach is based on certain conceptions regarding what is understood by language, teaching and learning, pedagogical project, discourse genre and teacher's roles. 

Graphical interface for reading and writing in teacher education

ABSTRACT From a broader project, this paper presents a synthesis of theoretical reflections and principles of basic practical procedures for teacher training, focusing on teaching and learning of reading and writing in High School in Brazil. We present a brief history of the academic production, after the redemocratization of the years 1980/90 and we comment some topics proposed by the public policies. We emphasize writing specificities as a technological instrument, decisive for reading and producing texts. Finally, we present two reading practices based on methodological procedures for the graphic treatment of texts. The goal is to put the reader in a position to understand the processes of text construction in the position of authorship. Such practices mobilize "game" senses that affect the reader in the relations of language with writing as a graphic interface and analytical instrument.   Keywords: Reading, Writing; High school.

Letters licentiate: the teaching formation on the course curriculum and the perspectives of the graduating academics

This research aims to analyze the curriculum of two letters courses in an institution of Santa Catarina state which offers the qualifications in German and Portuguese / English. As the corpus of this research, the summaries and curriculum of the courses, as well as the answers of a questionnaire which was applied to the academics on the sixth stage of German and eighth stage of Portuguese/English of their courses, were analyzed using the textual discursive analysis. So, this article aims to analyze the teaching formation in the curriculum and the perspectives of the academics of the licentiate courses in letters with qualifications in German and Portuguese/English. What can be discussed from this study is that although the institution is trying to combine theory and practice in the course curriculums, the specific knowledge of the area is prioritized. This imbalance stands out as an important factor that must be improved in the teaching formation provided by the courses.

THE PIBID AS ITS STUDENTS: CONTRIBUTIONS IN INITIAL TEACHER TRAINING

On this qualitative and interpretative paper, we analyze what contributions of Scholarship Program Initiation to Teaching (PIBID), funded by CAPES, has given to the formation of their fellows in UNIOESTE, considering the enactment of Law 12,796, of 4 April 2013 amending the text of the Guidelines and Framework Law 9394/96 to include the PIBID, now considered in the country a program of Public Policy which aims to encourage the training of professional teachers to act in public basic education. We conducted semistructured interviews with academic students of the subproject Spanish PIBID UNIOESTE to verify the potential of the program and how they evaluate their participation in PIBID regarding your training. We’ve used as the theoretical studies regarding initial teacher training (GATTI (2010, 2012), GATTI; BARRETTO; ANDRÉ (2011)), studies evaluating subprojects PIBID program (MATTHEW; KADRI EL, Silva (2013)) and official documents such as National Curriculum Guidelines for Teacher Education (2002), the National Policy on Education Professionals Teaching of Basic Education (2009) and decrees that provide for the PIBID. The analysis reveals a very positive perception of the contributions PIBID in teacher training.