A Prática Pedagógica no Curso de Letras/Português à Luz da Linguística Aplicada e do Pensamento Complexo

In this thesis, we present doctoral research developed around the pedagogical practice of teachers of the Literature course at the Federal University of Tocantins (UFT) at Porto Nacional Campus. The general objective of the research is understand the pedagogical practices and interfaces of teacher training in Literature at Federal University of Tocantins (UFT) and the possible implications perspectives for teaching and learning to read and interpret texts in the final years of fundamental teaching (FT). The specific objectives consisted of i) analyzing the way in which the relationship between theory and practice is understood within the scope of the Pedagogical Project Course (PPC), seeking to think whether, depending on the perspective of the disciplines, this relationship would be accentuated or not; ii) identify how teacher trainers, participants in the research, when planning and executing classes, address or not the relationship between theory and practice, already envisioning the basic education classroom space and iii) problematize the points of didacticization of the knowledge learned from the material investigante in the thesis, proposing methodological consequences in the light of complex thinking and our assumptions of applied linguistics. Focusing on these objectives, we seek to answer the question: - What factors in the pedagogical practice of Porto Nacional Literature course can (dis)favor the process of teaching and learning reading and textual comprehension in classes in the 2nd phase of elementary school? The methodology used is of a qualitative approach and exploratory in nature, with an emphasis on a case study applied in the field of Applied Linguistics (AL) and anchored in the perspective of complex thinking. The methodological tools were: document analysis, semi-structured interview and participant observation. In this course, we interviewed Literature teachers and observed their pedagogical practices in the classroom. In the data tabulation and analysis process, we chose Content Analysis ...