Da formação inicial ao ensino de língua portuguesa no chão da escola: o trabalho com a sequência didática na perspectiva de egressos do curso de licenciatura em Letras

Abstract

This study aims to investigate the perceptions of teachers who graduated from the Portuguese Language Teaching program at the Federal University of Agreste of Pernambuco (UFAPE) regarding working with teaching sequences in their teaching practices, seeking to understand the contributions of initial training to implementing this tool in basic education. The research is based on Sociodiscursive Interactionism (Brockart, 1999), especially in the field of Language Didactics (Dolz; Noverraz; Schneuwly, 2004), and uses semi-structured interviews (Lüdke; André, 2012) as a methodological tool for generating data. The interview was conducted with four graduate teachers who work in basic education, and the results indicate that their first contact with the teaching sequence mainly happened during college, through the Institutional Program for Teaching Initiation Scholarships (PIBID) and courses on Portuguese Language Teaching Methodology and Didactics, experiences that the graduates considered essential for understanding the structure and educational purpose of the tool. In short, the data show that initial training plays a central role in establishing the teaching sequence as a reference in the graduates' lesson planning, helping make genre-based teaching in basic education more systematic and intentional.