Estágio supervisionado em espaços não escolares: projetos de letramento, agência e transformação social

Abstract

The internship is a space for investigation, reflection and (re)construction of knowledge and identities. It was the object of study of this research that, tried to reframe the teaching practices, from the implementation of literacy projects, in the non-school educational spaces where the actions of stage II of the course of Letters of the University of the State of Bahia (UNEB) take place. It focuses on the literacy projects used by trainees in that discipline, observing the potential of these devices in the didactic action in the literacy workshops they develop in non-formal teaching spaces and the transformation processes revealed in this teaching work. Theoretically, the research is based on literacy studies from an ethnographic perspective (STREET, 1984; BARTON, HAMILTON, 1993, 1998; KLEIMAN, 1995, 2000, 2006), on reflections on the concept of literacy project, understood as a didactic device which can contribute to the resizing of teaching practices and the repositioning of the teacher's identity (OLIVEIRA, 2008; OLIVEIRA, TINOCO, SANTOS, 2011; OLIVEIRA, 2016) and in studies on teacher training and professionalization (NÓVOA, 1995; TARDIF, 2002) . Methodologically, it is based on the qualitative and interpretative approach to research (MOITA-LOPES, 2006). The study indicates that the practice of literacy projects points to a change in the academic posture of the Portuguese language teacher in initial training, as well as possible re-signification in the teaching-learning process of the mother tongue, since the literacy projects are systematically associated with the notion of problem and emphasize the emancipatory character of literate practices, in addition to the agents' transformational transformation (OLIVEIRA, 2010). With this view, the moment of the internship also represented a period of appropriation and re-elaboration of knowledge, in which the reflection on the practice constitutes a movement to search for theoretical knowledge that enabled new pedagogical choices for the future teacher. It was a moment that favored the elaboration of the necessary knowledge for teaching action, considering that it is in the relationship between theory and practice that they are constructed and or reworked.