Materiais didáticos tematizados em relatórios de estágio em ensino de língua inglesa

Abstract

This dissertation investigates the configuration of reflections on teaching materials produced by pre-service teachers (student-teachers), recorded in supervised internship reports, and their contribution to the professional identity construction of undergraduate students in the English Language Arts program at the Federal University of Tocantins (UFT). The theoretical framework is grounded in the paradigms of Applied Linguistics, the dialogic perspective of the Bakhtin Circle, and literacy approaches. The general objective is to analyze how reflective writing on pedagogical apparatuses acts as a mediator in the articulation between theory and practice within the "in-between" space of the internship. Specifically, it seeks to: categorize the typology of the teaching materials employed; verify zones of convergence or divergence between these resources and the student-teachers' theoretical assumptions; and identify critical valuations and appraisals regarding such materials. Methodologically, the research follows a qualitative-interpretative approach of a documentary nature, using final internship reports as the analytical corpus. The results demonstrate that the written systematization of internship experiences promotes the construction of teaching knowledge and reflective autonomy. It is concluded that this process allows future teachers to recognize, evaluate, and reconfigure their pedagogical praxis in English language teaching, consolidating the internship as a space for dialogic and emancipatory learning.