Realinhamento Identitário do (futuro) professor: efeitos representacionais no e pelo relatório de estágio

Abstract

This paper discusses about the initial teacher training report (JACIARA; LEURQUIN, 2011; LEURQUIN, 2008; LOPES, 2007) as a text genre as its dialogic relationships indicates an analysis of human action (BRONCKART et al., 1996; BRONCKART, 2006) which initially determines and takes part in the initial teacher formation. Therefore we chose the Socio-discursive Interactionism as theoretical and methodological framework and we use modalization as an evaluation category gaining access to textual signs in discursive process of (future) teacher’s identity Footing. The archived data leads to the conclusion that trainee teachers in Letters do construct objects of discourse about themselves as ‘ a future teacher’, or observing ‘the other as a teacher’, proving an undeniable connection between verbal and social dimensions, which takes places in the interaction of teacher educators and trainee teachers themselves.