Desafios e perspectivas no ensino de língua portuguesa a partir do olhar dos participantes do PIBID/UFTM

Abstract

Which pedagogical practices are conceived as a creative intervention of the group composed of teachers of basic education and graduating in the context of the interaction that the Programa Institucional de Bolsa de Iniciação à Docência(PIBID) promotes? What are the contributions of PIBID to reading and writing? These are some of the questions that arise from our work in the coordination of the Portuguese Language Subproject, of PIBID/UFTM, whose answers are sought in the experiences and monthly reports of supervisors and scholarship recipients that integrate this subproject. In the reports, in general, we only found mention to the actions developed, but in some moments, there are critical positions, difficulties and solutions. This discourse is loaded with pedagogical, linguistic and ideological conceptions in general. In order to answer our questions, reports from the months of March to June 2016 are analyzed discursively and also considering some Brazilian official documents and scholars of applied linguistics. Some results found in the analyzes made point to the presence of audiovisual resources as a counterpoint to the textbook. In addition, it emphasizes didactic work with genres, as a result of theoretical influences accessed at the university and in the subproject meetings.