Academic Literacy: the path towards the construction of the professional identity of teachers in Portuguese Language in initial training

Abstract

This article aims to reflect on the path of construction of the professional identity of teachers in initial training at the Federal Institute of Education of Espírito Santo (Ifes) campus Venda Nova do Imigrante – ES relating this path to academic training and the Supervised Internship in the final years. In view of this, we start with the question: What language teacher profile does the Federal Institute expect to train? In order to answer this question, our theoretical discussion is based on Pimenta and Lima (2017), Gatti (2016), Benevides (2006), Hall (2003), Bauman (1998, 2005), Nóvoa (1988), Fischer (2007), Marcelo (2009),  Volochinov (2003) and Bakthin (2003), this is, reflections on the construction of the teaching identity in initial training and humanization of the Licentiate Degree in Language Teaching in a technical institution. As methodological approach, we carried out a follow-up of the students' experience reports and we selected two experience reports from the discipline of the Supervised Internship in the final years. Finally, we conclude that for there to be an effective training process, a systematic follow-up of the professor-advisor, professor-tutor and academics is expected, so that they may start a path of professional teacher identity.