Teacher education in the language course Letras/UEPG: a look enlightened by dialogic and historic-cultural theories

Abstract

This paper aims to present a reflection on teacher education in the in Language Courses of Ponta Grossa State University (UEPG), whose focus is on an educational work, an activity in which “man transforms nature and himself ” (DUARTE, 1998, p. 104). In this dimension, the discussions now proposed corroborate the idea of school education as a promoter of human development, since this development is materialized in social interactions, which are always mediated by signs (ideological signs). The curriculum of these Courses considers that “actions with language manifest at each step of the pedagogical process” (BRITTO, 2007, p. 67), as this process is articulated in the communicative interaction among teacher, student and knowledge object(s). Considering this specific context of education, we established as a subsidy for the proposed reflections, the analysis of discipline plans, called in the referred institution as “Discipline Program”, understanding them as a “pre-ideation” movement that characterizes the natu e of work in Leontiev’s (1978) perspective. It was possible to notice that these plans are materialized in discourse genres, which are instruments that reveal a work proposal to be carried out among subjects historically situated. Therefore, assuming the teaching activity as a language-mediated educational work, as this process is articulated by ideological signs, wordtext, word-enunciation, the discussions and analyzes presented in this paper are anchored in the Dialogic and Historical-Cultural perspectives of language studies.