Linguagem e conhecimento, tema da formação inicial na licenciatura integrada em ciências, matemática e linguagem

Abstract

This article reports a professor's research on hisownpractice, when teaching the theme Language and Knowledge I, to a class of 40 undergraduates. The objective was to produce new meanings about the teaching of the theme, from the narrative of an attempt to approximate the training provided with thepedagogical practice desired in professional practice, in a perspective of inverted symmetry.In addition to discussing their previous knowledge and some texts, the undergraduate students researched subjects related to Nature and Culture of Marajócontent, planned activitiesand developed didactic resources to teach it to students in the early years, concerned with the communicative approach. The narrative of the experience was based on the teacher's memories, the planning carried out for the theme and the productions of the undergraduate students. The interpretative analysis of the narrative made it possible to producethe following meanings. It is possible to work with a theoretical theme, in the initial formation of teachers, in a perspective of inverted symmetry. The contextualization allows valuing the cultural identity and the personal history of the graduates, mobilizing their emoticons. Dialogue and collaborative activity planning contribute to the development of affective bonds, creativity and autonomy for future teachers.