Formação pedagógica do professor de Letras: retrato e possibilidades

• Ano de defesa: 2009
• Autor(a) principal: Couto, Tatiana Cabral
• Orientador(a): Vasconcelos, Maria Lúcia Marcondes Carvalho
• Banca de defesa: Brito, Regina Helena Pires de , Garcia, Ana Gracinda Queluz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Letras
• Departamento: Letras
• País: BR
• Palavras-chave em Português: análise do discurso; formação de professores; letras
• Palavras-chave em Inglês: discourse analysis; teacher's training; languages
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://dspace.mackenzie.br/handle/10899/25417

This research arises from our concern about the pedagogical training of teachers graduated in the Languages area. This training helps them with their work in classroom and it is a part that integrates and completes the professionalization of teachers. To show what is offered by the Universities/Colleges, we analyzed some graduation, postgraduation and mastering courses, all of them in the Languages area, offered in the city of São Paulo. From the graduation courses, we listed the existing pedagogical subjects and analyzed the synopsis of the subjects most inserted in the curriculums researched. From the postgraduation, we listed the courses offered in Languages and highlighted the pedagogical subjects as well. For the mastering courses, we focused on the lines of research. The information collected from the Universities/Colleges gave us the possibility of having a picture of the pedagogical training that is offered to the Languages students today. However, with the purpose of verifying the consequences of the training that has been offered, we interviewed teachers from confessional, private and public Universities/Colleges asking questions about their training and acting in the graduation classroom. The qualitative research used semi-structured questions. The methodology chosen intended to interpret, using the Textually Oriented Discourse Analysis (TODA), the interviewee s discourses and the content of theirs talks, to complete our reflections about the pedagogical training of the teachers. Every change represents a tough battle and asks for perseverance, which is a characteristic of the interviewed teachers. However, the self-management, which cannot be dissociated from perseverance, is essential to achieve an effective teacher s professionalization.