Oficinas de autobiograficzine : um estudo dialógico com bolsistas do PIBID

Abstract

This research aims to investigating and discussing the teaching conceptions of Language and Pedagogy students from a public University in Sinop-MT, Brazil, These students are scholarship holders of the Institutional Program of Initiation to Teaching (PIBID). For this purpose, we have used the studies of Garcia (2008, 2009, 2011), Schön (1995), Alarcão (1996) for the understanding of Professional Development, relating it to the profession and how teachers define themselves and Others, considering, in this sense, that professional identities are configured in different contexts throughout life. We sought theoretical input in Bakhtin and the Circle (1929, 1952-53, 1970-71 / 1979, 1974/1979) on language, interaction and discursive genres. From Vygotsky (1930, 1934, 1935), we also reflect on language as a form of interaction, seeking to combine the reflections of the two authors with the objectives of this work. In addition, we will seek in Paes de Barros (2005; 2009) theoretical basis on the concepts of multimodality. In the second part of this paper, we present some considerations related to the “fanzine genre”, its history, production context, current use and its usage in Magalhães school (2003), Guimarães (2004, 2005), Nascimento (2010), Pinto (2013), Busanello (2015), Gonçalo Júnior (2015). We seek, then, to unveil the conceptions of the academics about teaching, through reflections on the teaching practice. So, we held meetings in a workshop format, with the professionals involved, coordinators of the PIBID subproject and supervisors of the Municipal Schools of Basic Education. In this context, we collected the data through records, photos, researcher's field notes, payment report of scholarship payments 06/2015 of the Coordination of Improvement of undergraduation, personal and descriptive registration forms, and “autobiograficzines” produced by Scholarship students. Reflections on teaching practices and on teaching professionals provided moments of deep insight into what academics think about the future profession. The data also reveals the importance of rethinking undergraduate courses, since transformations occur through a significant process of reflection, critical intervention and transformation/emancipation of the subject.