In class diaries, a vision of the teaching of Portuguese language: why thinking through is necessary in teacher development courses

Abstract

Training as part of the curriculum constitutes a privileged space of professional development and, based on this tenet, a class diary genre has been requested as an instrument of reflection about teacher practice. This article, anchored in Applied Linguistics, in qualitative approaches, analyzes the think through protocols that the trainees write in their diaries, about the four axes in the teaching of Portuguese Language: reading, textual production, grammar/linguistic analysis and speaking. The analysis reveals that heterogeneous practices coexist in these axes, joining different conceptions related to language and the teaching of language, suggesting a revision of the space of practice the teacher development courses.