A educação linguística e a formação de professores na proposta curricular de um curso de letras

• Ano de defesa: 2010
• Autor(a) principal: Nascimento, Daniel Ferreira do
• Orientador(a): Palma, Dieli Vesaro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Língua Portuguesa
• Departamento: Língua Portuguesa
• País: BR
• Palavras-chave em Português: Educação linguística; Formação de professores; Ensino reflexivo
• Palavras-chave em Inglês: Linguistic education; Teacher formation; Reflexive teaching
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: https://tede2.pucsp.br/handle/handle/14165

The Educational Project Course outlines, in the discourse in between its lines, the profile of the student which the institution aims at graduating. In order to do so, it establishes a set of skills and abilities that students must develop during their graduation course. However, the path designed for one to achieve the pre-established intentions in the project does not go hand in hand with the curriculum which, on its turn, partially prevents the achievement of the expected activities. This paper deals with the teacher formation from the perspective of Linguistic Education. The case study has been chosen as the methodology for such a research, and therefore it is based on the study of a graduation Language course at a college institution. The objective of this dissertation is to analyze the correlation of the proposed teacher formation course enclosed to the Educational Project for a Language Graduation Course with the syllabus of some selected subjects. In this sense, we investigate how the organization of curricular content contributes to the development of skills and abilities that make up the alumni profile as set out in Educational Project Course. In order for us to achieve the desired goals in this dissertation, we examine some documents that rule the national education, as well as the Educational Project for a Language Graduation Course at a college institution, and the syllabi of the subjects that have been offered to the courses of such a program. The results of our research show that, partially, when are the skills / abilities that one aims to develop are opposed to the syllabus covered by the mentioned subjects, there is a lack of dialogue between them