O diário de bordo como ferramenta dialógica na formação do professor de Língua Portuguesa

Abstract

This study was developed in the field of Applied Linguistics (Moita Lopes, 2013, 2009, 1998; Kleiman, 1998), with the general aim of investigating the formative potential of the logbook as a didactic strategy. The focus of the analysis was a pedagogical experience in 2021, during the Covid-19 pandemic, in the context of the course “Letras: Língua Portuguesa com Domínio de Libras” at the Federal University of Uberlândia. In the discipline “Produção de Material Didático”, logbooks were produced and 3 years later, they were authorized to become a corpus of analysis in a documentary research, also configured as a case study (CEP/UFU, Parecer 6.627.870). The research was justified by the need to add more significant approaches to the already established transmissive pedagogy, to reframe didactic-methodological choices, as well as to work from the perspective of continuous and formative assessment. This is especially relevant when it comes to promoting experiences for student teachers, in order to positively contribute to their identity formation. The theoretical framework in which the research is situated values a pedagogy of dialogical perspective, according to socio-discursive interactionism (Bronckart, 1999; 2006), under the perspective of Applied Linguistics and Literacy Studies (Cazden et al., 2021; Street, 2014; Soares 1998; 2017; Kleiman, 2005; 2006; 2008).