The teaching of linguistic analysis by the interns of a teacher-training program in Portuguese Language

Abstract

This article results from an exploratory study and aims to discuss the  way  in  which  trainee  teachers  from  a  teacher-training  program  in  Portuguese  Language  at  the  Universidade  Federal  de  Pernambuco  (UFPE)  understand  the  new  guidelines  for  the  teaching  of  grammar/linguistic  analysis  and  strive  to  put  them  into  action  throughout  their  curricular internship. Data analyzed was gathered out of an internship report  presented  by  two  students  when  concluding  the  application  of  a  thematic  didactic  project.  Theoretical  basis  counts  with  studies  from authors such as Geraldi (1997), Dickel (2012), Ferraz and Olivan (2011), Smiderle, Zavodini-Carlotto e Sella (2017), Emilio (2008), Aparício (2008), among others. Results revealed innovative elements in interns’ practice, such as the connection of the grammatical study to authentic interactive situations, as well as the use of induction as a didactic strategy to favor a reflection on language use.