Abstract

APARICIO, Ana Sílvia Moço. Formação docente: reflexões de alunos de pedagogia no Programa Bolsa Alfabetização. Est. Aval. Educ. [online]. 2013, vol.24, n.55, pp.94-130. ISSN 0103-6831.

This article aims to present and discuss the main results of a survey that sought to understand the teacher training process of Pedagogy students who participate in the Bolsa Alfabetização Program. In order to achieve this goal, we analyzed how these students reconfigure the teacher’s acting by means of the reflexive reports they produce under the Program. The theoretical-methodological assumptions that guide the analyses are based on Socio-Discursive Interactionism. The results indicate the need to expand the literacy teacher’s training toward studies of language teaching which deal with the analysis of classroom practices that emphasize ways of making teaching appropriate to students’ abilities, interactions, tasks performed, objects effectively taught in the classroom, and also to the teaching tools.

Keywords : Teacher Education; Literacy; Educational Practice.

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