Abstract
This article focuses on the study of how Language and Literature undergraduate students from Brazilian universities register what they observe in schools and the way they involve themselves (or not) with the quality of the register and the reality examined. It analyses undergraduate students’ field diaries produced in three Brazilian public universities located in Bahia, Mato Grosso, and São Paulo, from 2009 to 2014. It aims, therefore, to reflect upon the importance of taking as a subject of analysis that which the training teacher him/herself writes in field journals, as a means of helping him/her construct an enunciative place from which it becomes possible to think about education and master the teaching profession. The data analysis allowed us to show that, in the registers of future teachers, there are, on the one hand, impasses that indicate a more passive enunciative position and, on the other hand, signs of a more active and curious position concerning the classroom.
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