A atividade docente à luz de categorias da semântica do agir em relatórios de estágio

Abstract

The reports produced by the graduating to meet the evaluation requirements, in the subject of Supervised Internship (ES), after the regency of the classes, are extremely valuable, since they materialize, through the action of language, the diverse challenges faced by the student during the process of experiencing teaching practice, as well as making possible an appreciation of the categories of Semantics of Action, that is, the reasons, intentions and resources mobilized by this actor. With this in mind, we chose as objective of this study to analyze the elements of the action and its interweaving with the modifications in Supervised Internship reports of initial training in Portuguese Language Teaching. In order to fulfill this objective, we adopted a theoretical-methodological orientation that is based on the presuppositions of Sociodiscursivo Interacionismo (BRONCKART, 2012, 2006, 2008, MACHADO and BRONCKART, 2009), in the Labor Sciences (AMIGUES, 2004, and CLOT, 2007) and Applied Linguistics (Moita Lopes, 2006), for which action and language play a fundamental role in human development. Among the obtained results, we interpret that the ES practice is extremely valuable for beginning trainees, who are appropriating the activity genre and constituting their professional identity, so that they can know the reality of the schools closely, where they can act in the future , and reflect critically on the resources used, on the necessary renormalizations and, reflect even on the professional who does not want to be. As for the linguistic order, we find that there were the use of pragmatic, appreciative and deontic modalities allied to the category of acting purposes.