Resumo

SILVA, Fabrício Oliveira da  e  MADUREIRA, André Luiz Gaspari. Formative contributions of PIBID to the practice of linguistic reflection in Portuguese language teaching. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1383-1409.  Epub 01-Out-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ao01.

The work analyzes actions developed in the Institutional Program for Teaching Initiation Scholarships - PIBID to understand the process of teaching initiation in the referred Program, as well as the perception of initiation scholarship students regarding the linguistic reflection practices developed in schools. For this, an analysis is made of the discussions carried out on the teaching of Portuguese Language, through considerations from the scientific study of language, mobilized within the scope of Linguistics from the works of Bakhtin (2003); Fiorin (2004); Koch (2006); Possenti (1996). The research was developed inspired by the autobiographical approach, choosing the narratives contained in the memorial as a device for collecting information. The work made it possible to understand reflective contributions from mother tongue teaching, guided by conceptual renewal through the theoretical apprehension of Linguistics perspectives. The study also showed how PIBID is inserted as a formative process that achieves the insertion of students in the real contexts in which the profession takes place. The process of initiation to teaching, experienced in the Program, allows the knowledge of everyday school life as an element that provides an understanding of how, and what is taught in the matter of grammar at school, favoring the development of reflections on language teaching that allows to PIBID participants to be aware of the idea of being the authors of a teaching that is meaningful.

Palavras-chave : Initiation to teaching; Linguistic reflections; Teacher training; PIBID.

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