ESTÁGIO SUPERVISIONADO NA LICENCIATURA EM LETRAS: UM ESPAÇO-TEMPO DE CONSTRUÇÃO DA IDENTIDADE DOCENTE DO PROFESSOR DE LÍNGUA PORTUGUESA

Abstract

Recent researches about teacher training and curricular internship have been developed in order to ensure the improvement of the undergraduate courses. Many of these studies seek to understand how the teacher's identifying process in the teaching profession occurs. From this perspective, this work aims to analyze the relation between supervised internship and the process of building Portuguese language teachers’ identity. We developed a qualitative and documentary research in which we analyzed the discourseof the interns expressed in their written reports of experiences during the internship. The data analysis consisted of the works of 25 undergraduates, who completed the supervised internship in Portuguese 4 of the undergraduate degree course in PortugueseLanguage at the Federal University of Pernambuco, a component that consists of conducting a High School class. We performed the analysis based on theoretical categories related to the identity and teaching professionalization (CORACINI, 2000; NAGAKOME, 2012; AGUIAR, 2016; PERES e GRECO, 2014), teacher training (SILVESTRE; PLACCO, 2011) and supervised internship (COSTA; LIMA, 2012; PIMENTA; LIMA, 2006). We concluded that the interns recognize the internship as an important formative stage of the course, a space for reflection about the pedagogical practice and the process of construction and reaffirmation of the identity and teaching professionality. Furthermore, the interns identified different feelings and impacts –both positives and negatives –as a result of their professional experience and also pointed out what can still be done to ensure a more consistent formation