A INFLUÊNCIA DO PROGRAMA DE INICIAÇÃO À DOCÊNCIA - PIBID NA FORMAÇÃO DE PROFESSORES DE LÍNGUA PORTUGUESA: UMA ANÁLISE DAS PRÁTICAS DE ENSINO DE LÍNGUA PORTUGUESA E LITERATURA A PARTIR DA CENTRALIDADE DO TEXTO

Abstract

This research seeks to understand how the Teaching Initiation Program (TIP) can contribute to the training of future teachers. To this end, this work proposes to analyze the experiences of three students of the Portuguese Literature course at the Federal University of Piauí, Senador Helvídio Nunes de Barros campus, pointing out how activities centered on the text, based on textual genres and literature they promote teacher training based on the dialogical perspective of the language. The research was based on interventions carried out more specifically in two Basic Education schools in the city of Picos, State of Piauí, under the supervision of the coordination of the Literature area of the program in question. To support and guide the practice of student teaching initiation in schools, authors such as Antunes (2007), Bakhtin (2020), Bortoni-Ricardo (2004), Geraldi (1984), Faraco (1984), Marcuschi (2008). Based on the practices that guided the reports of Pibidian students, this research shows that teaching language and literature from the perspective of textual genres encourages students to be part of different social practices of language use, bearing in mind that such teaching perspective allows direct contact with the most diverse communication situations and literary works.