Vol. 27 No. 1 (2024): PIBID, ProfLetras, and PRP: impacts and challenges of teacher training public policies in Language and Literature teaching

Preview

• Expedient

  1-6

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p1-6

• Presentation: PIBID, ProfLetras, and PRP: impacts and challenges of teacher training public policies in Language and Literature teaching

  Sheila Oliveira Lima; Rómina de Mello Laranjeira, Vanderléia da Silva Oliveira

  7-11

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p7-11

Article

• PROFLETRAS and the constitution of literature teaching communities of practice

  Vera Lúcia Cardoso Medeiros

  12-23

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p12-23

• Language teacher education in emergency remote teaching context challenges and potentials of Programa de Residência Pedagógica

  Jeová Araújo Rosa Filho

  24-38

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p24-38

• Assessment and self-assessment as formative technology applied to the Pedagogical Residency Program

  Juliana Barreto, Acassia dos Anjos Santos Rosa, Gildete Cecília Neri Santos Teles Neri Santos Teles

  39-52

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p39-52

• Students' reflections on their training in a letras course: the importance of PIBID and the pedagogical residency program

  Solange Fortilli

  53-67

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p53-67

• PIBID impacts, meanings and perspectives in teacher training at a multi-campus HEI

  Luiz Penido

  68-82

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p68-82

• Imagining oneself as an English teacher snapshots of the impact of PIBID on professional identity

  Ana Carolina de Laurentiis Brandão

  83-97

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p83-97

• Instrumentalization, literacy and cultural appreciation through an experience with journalistic interview within the scope of PIBID

  Gustavo Lima, Gabriel Santos

  98-113

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p98-113

• Introduction to Sociolinguistics in the classroom contributions of the PIBID

  Helen Cristina da Silva

  114-127

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p114-127

• Teacher training and fomenting literary readership at the Federal University of Rio de Janeiro's Pedagogical Residency Program theories and practices

  André Luís Mourão de Uzêda, Juliana Berlim, Marcos Vinícius Scheffel, Victor Figueiredo Souza Vasconcellos

  128-143

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p128-143

• Teaching English as an Additional Language in Higher Education and pre-service teacher training during the Pandemic a Pibid Experience

  Karen Andresa Teixeira Santorum, Helena Vitalina Selbach

  144-157

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p144-157

• The organization of pedagogical work in the literacy cycle students’ knowledge in action

  Andrea Tereza Brito Ferreira, Eliana Borges Correia de Albuquerque, Sirlene Barbosa de Souza

  158-172

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p158-172

• The image text interdisciplinary work with Portuguese Language and Geography in the 8th year

  ANNIE ROSE DOS SANTOS, Aline Alencar França Santos

  173-185

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p173-185

• Games and playfulness in Portuguese teaching an analysis of the Pibid-Letters experience

  Arthur Silva, Geová Bezerra Guimarães, Diana Vieira Rodrigues

  186-198

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p186-198

Resenhas

• Review "Phonology and variation: guidelines for teaching" Organizers: Dircel Aparecida Kailer, José Magalhães e Dermeval da Hora.

  Miguel Luiz Contani

  199-202

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  DOI: https://doi.org/10.5433/2237-4876.2024v27n1p199-202