Resumo

BESSA, José Cezinaldo Rocha  e  SILVA, Franciclébia Nicolau da. Professional identity and the teaching practice of mother tongue teacher. Ensino em Re-Vista [online]. 2019, vol.26, n.3, pp.725-744.  Epub 15-Ago-2023. ISSN 1983-1730.  https://doi.org/10.14393/er-v26n3a2019-5.

The more work that comes out proposing to point out and explore the contributions of Bakhtin's thought, especially those related to mother tongue teaching in Brazil, the more we visualize the need for research and the undertaking of renewed discussions. Thus, in order to deepen our understanding of the time-space events of the teacher-student relationship in the classroom, we are inclined to listen to the voice of the teacher’s self, aiming to investigate how she constructs her professorial identity and her teaching practice. In order to do so, we asked the participant teacher to elaborate a teaching case, which corresponds to a kind of reflective narrative about what is lived in the classroom. The perspective that underlies this paper corresponds to the dialogue built between the voices of the Bakhtin Circle and other scholars who discuss mother tongue teaching.

Palavras-chave : Bakhtinian contributions; Dialogical stance; Teacher Student; Teaching case.

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