O ENSINO LITERÁRIO E LINGUÍSTICO SOB A PERSPECTIVA DO PIBID

Abstract

This text deals with reflections on the perspectives of the Institutional Program of Initiation to Teaching – PIBID for students-teachers who integrate it and perform it through pedagogical activities in the literary and language teaching in schools of basic education. This investigation is conducted with theoretical support in the literary and language contexts. The literary context is based on Magda Soares (1999), Tzvetan Todorov (2009) and Rildo Cosson (2007). The language context is based on the teachings of Eni Orlandi (1999), and Carlos Faraco (2009) through the dialogic issues of the Bakhtin Circle. Justification of the study was based on the problematization of which pedagogical experiences PIBID offers students-teachers during the studies of their initial training/formation and which type of knowledge subsidizes the carrying out of activities in the literary and language studies. Thus, this article focuses its discussion on the perception that the literary and language knowledge acquired through PIBID works as a pedagogical tool support to students-teachers in their initial training/formation and, therefore, in their performance as teachers of the basic education.