Saberes, valores e crenças sobre a prática docente no discurso do professor em formação
DOI:
https://doi.org/10.5007/2175-795X.2010v28n2p467Abstract
Tomando o discurso de uma professora de língua portuguesa em formação sobre sua primeira experiência docente, este artigo busca analisar as representações sociais que orientam a ação docente e sua construção identitária. A análise dos valores e conhecimentos projetados nos dados permite tanto entrever um processo intrincado e conflituoso de construção da identidade docente, quanto revelar pistas das redes de atividades e discursos implicadas no percurso de letramento desse “ser professor”.Downloads
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