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.
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