A autorrepresentação do professor de língua portuguesa em formação inicial

Abstract

This course completion work investigates how graduates of the Letters course of the Federal University of Sergipe, Campus Professor Alberto Carvalho, in Itabaiana/SE, represent themselves as future teachers of Portuguese Language, considering their conceptions of language, grammar, teaching of Portuguese Language and role of the teacher. Taking into account the notions of identity (Hall, 2006), representation (Jodelet, 1993), heterogeneity and linguistic variation (Bagno, 2015), the study is based on a field research, qualitative approach, effected by applying a questionnaire to eighteen graduates of the last period of the course. The analysis of the data revealed that most participants intend to develop pedagogical practices aligned with the assumptions of contemporary linguistic studies, recognizing language as a heterogeneous, dynamic and socially situated phenomenon. The results show that, despite the presence of positions aligned with the perspective of traditional grammar, there prevails a tendency to distance from normative conceptions and to value teaching approaches that contemplate linguistic diversity.