Responsividade e dialogicidade na interação com os saberes em projetos de ensino no espaço de formação

Abstract

Assuming the theoretical and methodological subsidies of sociodiscursive interactionism, in light of studies on genres of discourse as a possibility of instrumentalization and participation of subjects in the fields of activities, in this article, in order to contribute to the reflections on the training practices, taken from the interactions between the objects of knowledge in the field of language and the ways of teaching these objects, we aim to analyze movements attained in the interlocution between the subjects directly involved in the internship practice (intern, supervising professor at the university and supervising professors in the field), throughout one semester. We work off the assumption that the training process, in/through the mediation of the teaching project genre, allows us to glimpse the dynamics of the future teacher's constitution, that is, what is revealed and refracted by the genre's own signical constitution. The data (versions of teaching projects from a university in Minas Gerais), analyzed under a methodological perspective of qualitative and interpretativist nature, point to a training and professional process marked by multiple and heterogeneous voices that are mobilized in responsive and dialogic actions made possible by the academic genre in question.