Abstract
RESUMO Discutimos neste trabalho a cultura no espaço público da escola com base em ensaios de alunos de licenciatura em Letras-Português em que expressam suas representações sobre a relação eu-outro no ato da docência em estágio supervisionado. Questionamos se esses alunos, no cotidiano do labor magisterial, nos momentos constituintes do agir ético em diálogo com a estética da profissão, vivem a realidade viva do ato da docência de sujeitos, pelo primado da individualidade e da alteridade no plano do reencontro, no mundo real, do ato particular da experiência vivida (mundo da vida) com o mundo social da profissão (mundo da cultura). Os fundamentos da teoria dialógica de Bakhtin e seu Círculo respaldam a discussão proposta.
Highlights
In Brazil, criticism of Portuguese language teaching has highlighted classroom activities that envision language in its immanence – knowledge presented to students in an encyclopedic fashion, as closed content, dissected in parts, and always taught in prescribed and predetermined steps.current pedagogy has been diverging from this framework
In this paper we discuss culture in the public space of schools based on essays by preservice student teachers in a Portuguese Language and Literature Teaching Credential Program
There is the lived experience, together with the culture of the public space of the school, and these join with their experience in the sphere of knowledge as well as professional knowledge put in practice in the process of carrying out professional tasks
Summary
In Brazil, criticism of Portuguese language teaching (from the 1980s on) has highlighted classroom activities that envision language in its immanence – knowledge presented to students in an encyclopedic fashion, as closed content, dissected in parts, and always taught in prescribed and predetermined steps. What is represented or fails to be represented in the public space of the school will serve as an appropriate horizon for our reflections on understanding I-other relationships, focusing on distancing or approximation of the I-other (individual/collective) in this scholastic culture, and in relation to experiences outside of school (life experience) Based on this objective, this research will discuss written samples of the discourse genre, essaycompleted by a group of pre-service student teachers in the Portuguese Language and Literatures Teaching Credential course (heretofore denominated, Portuguese-Letters) of a Federal public university. The purpose of the written essay – academic writing produced as a final activity in their Portuguese Language and Literature I Student teaching internship class – expresses their thoughts and questions (interrogations) and provides some answers, and reflects on the ways in which language teaching and learning is envisioned, in the process of professional education, in the development of close relationships between life experience and school culture. We advocate overcoming a pedagogical discourse rooted in that which is traditional, conversational, and artificial in scholastic culture, by adopting social practices in which the relation of I-other, philosophically and theoretically grounded, is established in the theoretical-philosophical presuppositions of Bakhtin and his Circle
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