Vol. 16 No. 40 (2022): Teacher Education for Pre-Service Pedagogy Teachers of Portuguese: Applied Linguistics perspectives

View Vol. 16 No. 40 (2022): Teacher Education for Pre-Service Pedagogy Teachers of Portuguese: Applied Linguistics perspectives

In the light of Applied Linguistics, this book aims to collect (a) research on the teaching of Portuguese as first language in the early years of primary school in Brazil as well as (b) educational experiences faced by Applied Linguists in the pre-service education of Portuguese teachers in the Pedagogy teaching degree. The present collection emphasizes challenges related to the current social context, to the curriculum of that degree, to the undergraduates' backgrounds and to the work/experience with specialists from different fields of knowledge, given the predominance of Education/Pedagogy professors in that particular degree. This book was proposed due to the scarcity of publications on the teaching of Portuguese as first language in primary school and on teacher education for Pedagogy teaching degrees, which are characterized as generalist degrees with gaps in their approach to specific teaching objects related to the basic school subjects.

Published: 2022-09-30

Presentation

  • Formação de professoras de Português na Licenciatura em Pedagogia: olhares da Linguística Aplicada

    Edilaine Buin, Tânia Guedes Magalhães, Wagner Rodrigues Silva
    7-10
    DOI: https://doi.org/10.30612/raido.v16i40.16371

Formação de professoras de Português na Licenciatura em Pedagogia: olhares da LA

  • Aquisição da escrita organizada no gênero: a adivinha na dinâmica da atividade de linguagem

    Rosa Maria Manzoni, Luciana Apolonio Rodrigues
    11-44
    DOI: https://doi.org/10.30612/raido.v16i40.16374

  • Uses of text in a literacy class Contributions of an ethnographic study to understand reading practices

    Ana Caroline de Almeida, Maria do Socorro Alencar Nunes Macedo
    45-71
    DOI: https://doi.org/10.30612/raido.v16i40.16375

  • An experience of building a “Bichopédia” in the early years of Elementary School articulating Portuguese Language and Sciences

    Anna Carolina Santos Reis Dalamura, Tânia Guedes Magalhães
    72-99
    DOI: https://doi.org/10.30612/raido.v16i40.16376

  • Pre-service pedagogue education as portuguese language teachers

    Wagner Rodrigues Silva, Katia Cristina Custódio Ferreira Brito, Valdirene Ferreira
    100-134
    DOI: https://doi.org/10.30612/raido.v16i40.16378

  • Virtual classes, empty universities and the language practices of pedagogy students

    Mario Ribeiro Morais
    135-160
    DOI: https://doi.org/10.30612/raido.v16i40.16379

  • The (non) place of the literacy teacher in the pedagogical-curricular proposals of portuguese language for primary school

    Emerson de Pietri
    161-189
    DOI: https://doi.org/10.30612/raido.v16i40.16380

  • Contributions of Applied Linguistics to the educational psychopedagogue

    Edilaine Buin, Mirella de Oliveira Freitas
    190-217
    DOI: https://doi.org/10.30612/raido.v16i40.16383

  • ‘The power of the classroom’ - discursive productions in the context of initial teacher education for Elementary School I

    Ana Lúcia Guedes-Pinto, Cláudia Beatriz de Castro Nascimento Ometto
    218-237
    DOI: https://doi.org/10.30612/raido.v16i40.16384

  • Dimensions of a higher education professor’s work

    Andreia Rezende Garcia-Reis, Míriam Fernanda Costa
    238-263
    DOI: https://doi.org/10.30612/raido.v16i40.16385

  • The effects of initial training on the planning of didactic sequences by undergraduates in pedagogy

    Maria de Fátima Alves da Costa, Fabiana Ramos
    264-291
    DOI: https://doi.org/10.30612/raido.v16i40.16387

  • The instruments for teaching work the production of didactic sequences in the pedagogy course

    Luzia Bueno , Juliana Bacan Zani , Ana Elisa Jacob
    292-321
    DOI: https://doi.org/10.30612/raido.v16i40.16388

  • Production of alternative didactic materials for teaching genres an experience of initial teacher education in the major degree in pedagogy

    Elaine Cristina Nascimento da Silva , Leila Nascimento da Silva , Gustavo Lima
    322-350
    DOI: https://doi.org/10.30612/raido.v16i40.16389

  • Teacher participation in continuing collaborative education working with discursive genres in the early years

    Terezinha Costa Hubes, Leliane Regina Ortega
    351-383
    DOI: https://doi.org/10.30612/raido.v16i40.16391