Initial Teacher Education for Portuguese Language Teachers: An Analysis of Interdisciplinary Practices in the Supervised Teaching Practicum

Abstract

This article aims to analyze pedagogical practices of articulation between different fields of knowledge developed during the supervised teaching internship in Portuguese Language. The experience was carried out with a 2nd-year high school class in a public school located in the sertão region of Paraíba, Brazil. The study is guided by the following research question: how does the articulation between school knowledge and students’ prior knowledge effectively promote meaningful and interdisciplinary learning? This is an experience report with a qualitative approach, methodologically grounded in the principles of qualitative research (Minayo, 2001) and content analysis (Bardin, 2011). The study integrates teaching theory and practice based on the contributions of Freire (1997), Bakhtin (2011), Tardif (2014), Hernández (1998), and Moran (2000), as well as the guidelines of the Brazilian National Common Curricular Base (BNCC) (Brazil, 2018). The results indicate that the interdisciplinary practices implemented contributed to increased student engagement, the expansion of their cultural repertoire, improved reading comprehension, and the development of critical and reflective thinking. It is concluded that the articulation between different fields of knowledge, combined with students’ experiences and lived realities, enhances teaching and learning processes, making them more meaningful and contextually grounded.