Desenvolvimento do letramento acadêmico na formação de professores de espanhol: discussões sobre relatórios de estágios obrigatórios.

Abstract

This article aims to discuss the development of academic literacy through the analysis of practicum reports produced in a pre service Spanish teachers education course. The methodology used is qualitative-interpretative, based on reflections from our experiences in supervising the practicum and the reports produced by students in the Portuguese and Spanish Language course, in the distance learning modality, from 2010 to 2022. The theoretical framework is based on studies on academic literacy, reflective writing and teachers education. Street (2010) introduces literacies as social practices, fundamental to understanding contextual variations. Lea and Street (1998) address the theory and applications of the academic literacies model. Schön (2003) develops the concept of reflective teacher and Silva (2014) analyzes reflective writing in practicum reports. Imbernón (2022) advocates that the teacher should have a more active role, together with the school and the community. As a result, the experiences in supervision and the material produced indicate that reports containing reflective parts allow the student to rethink what was experienced in educational spaces, the use of didactic-pedagogical strategies, the development of materials, interactions, potentially giving greater meaning to teaching actions.