Formação inicial de professores de língua portuguesa na disciplina de prática de ensino: um estudo de caso

Abstract

This study focused on the training of Portuguese Language teachers in the Teaching Practice discipline, using Vygotsky's Theory of Human Development (2007) as a theoretical framework. The aim was to understand the development process of future teachers throughout their training in the Portuguese Language Teaching Practice discipline, identifying strategies and practices that contributed to more effective teaching. The research adopted a qualitative approach, with a descriptive, exploratory and documentary character, focusing on the analysis of materials such as versions of lesson plans, oral and written guidelines from the teacher trainer, in addition to the execution of the lesson plan that was transformed into a mini-class recorded on video. The research was based on Vygotskyan principles, expanding the theoretical impact by connecting teaching practice with Vygotsky's Development Theory. This study was not restricted to an individual report, but sought to contribute to the understanding and improvement of initial teacher training. Throughout the semester, we, as pre-service teachers, faced challenges related to the development and improvement of a lesson plan and, later, its implementation in the classroom, in the format of a mini-lesson recorded on video, under the guidance of the teacher trainer, Prof. Dr. Anselmo Pereira de Lima. Observing the mini-lessons presented by our classmates and the guidance and support of the teacher were important for our process of transformation and development as future teachers, providing significant practical learning, considering the importance of teacher mediation and social interactions for the construction of knowledge. This study aimed to contribute to the understanding and improvement of initial teacher training, offering a perspective on the challenges and learnings experienced, seeking to contribute to the field of education by offering a unique perspective on our development process as future teachers.