What Reveal the Discursive Practices and the Didactic Proposals of the Teacher in Training in The Areas of Languages and Social Sciences: a Comparative Study

um estudo comparativo

Abstract

This article develops a reflection on the results of a research of scientific initiation, which investigated the ways in which the author subject is positioned in front of the knowledge of his area, in an interface between the process of constitution of the future teacher, in the areas of Languages and Literature and Social Sciences, and the possible impact of the actions of this future professional in the humanist formation of children and young people of basic education, through its didactic proposals. The corpus revealed more similarities than differences between the undergraduates of the two courses, in relation to the difficulties with academic writing and the development of authorship. The contribution of Portuguese language teaching to the humanist formation of students it is on going beyond the limits of metalanguage, while the Sociology teaching is to relate the struggle of historical subjects with the daily lives of students. The analysis was developed in the light of the theorical contribution of the Bakhtin Circle (VOLÓCHINOV, 2017) from the interactionist and socio-discursive perspective of knowledge construction (LOPES, RINK, 2019), according to the principles of the Cultural Studies of Literacy (STREET, 2014; KLEIMAN, ASSIS, 2016; LOPES, 2018) and under the discourse analysis view (ORLANDI, 1999). The examination of discursive practices focused on the modalizations of enunciative positioning (BRONCKART, 1999 and 2006) and on the evaluation indices and attitudinal indicators (KOCH, 2015).