O TRABALHO COM A ESCRITA EM LÍNGUA INGLESA: PROPOSTAS E PRÁTICAS

Abstract

In this research, we propose to develop a study on initial teacher education of the Portuguese/English language course, from a public Northwestern State University of Paraná. We aim to understand how these teachers' praxis occurs in their activities in basic education, during the Supervised Pre-service Teacher period of English Language II, concerning the fourth year of the course, regarding the discursive writing practice. For this purpose, we rely on the concept of praxis (PIMENTA, 2006), on the conception of procedural writing, in accordance with the official documents predictions (BRAZIL, 1988; 2000; PARANÁ, 2008; BRASIL, 2017; 2018) and discuss authors of the area (CRISTOVÃO; TORRES, 2006; BEATO-CANATO, 2009; RAMOS, 2011; VILLAS BOAS, 2013; GARCIA; SILVA, 2013; CHEUNG, 2016). In the light of Applied Linguistics, the documentary research, of a qualitative-interpretative approach, based on an analysis of the Academic Portfolio produced by teachers in initial formation, about the work developed during the English Language Pre-service Teacher period, considering the process of documents elaboration and didactic materials used during the practicum. We found that the teachers in pre-service teacher education partially based their portfolios in the teaching of writing by the intrinsic relation theory and practice, namely, considering the situation of the classroom to propose activities theoretically and methodologically coherent with this context and with what is established by the educational documents. Thus, the development of students' writing may come up against barriers due to possible gaps in the work of future teachers. Therefore, in order for future teachers to achieve more effective results in their pedagogical activities, during the accomplishment of mandatory internship of the courses, as well as future classroom practices, it is necessary that teacher training courses promote a greater articulation between theory and practice, more precisely, in relation to teaching procedural writing.