Vol. 13 No. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho

• Institucional

  1

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• Expediente

  2-5

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• Editorial

  Aline Leontina Gonçalves Farias, Rozania Maria Alves de Moraes, Antonia Dilamar Araújo

  6-11

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  DOI: https://doi.org/10.46230/2674-8266-13-5490

Articles

• The use of L1 in French classes The allo-confrontation interview revealing possible generic gestures

  Eliane Gouvêa Lousada , Naiara Alves Duarte

  12-43

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  DOI: https://doi.org/10.46230/2674-8266-13-5492

• Dialogical practices and formative experiences for teachers' continuing professional development

  Fabienne Brière, Laurence Espinassy

  44-65

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  DOI: https://doi.org/10.46230/2674-8266-13-5482

• Research-education in the supervised French language internship with support in self-confrontation dialogues

  Aline Leontina Gonçalves Farias

  66-91

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  DOI: https://doi.org/10.46230/2674-8266-13-5471

• The activity-affectivity relationship in the initial education of a French teacher

  Marina Cavalcanti Tavares Clemente, Wescley Batista Lopes, Rozania Maria Alves de Moraes

  92-113

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  DOI: https://doi.org/10.46230/2674-8266-13-5454

• Initial teacher training, teaching work and the formative proposal of the Pedagogical Residency Nucleus / Subproject /UNIFAP From epistemic dimensions to praxiological experiences of resident teachers

  Rosivaldo Gomes

  114-138

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  DOI: https://doi.org/10.46230/2674-8266-13-5182

• The teaching work of a professor supervisor of pibid - portuguese language from the perspective of licenses

  Andreia Rezende Garcia-Reis, Giovana Rabite Callian

  139-161

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  DOI: https://doi.org/10.46230/2674-8266-13-4915

• Supervised curricular internship in the Portuguese Language in a remote teaching scenario

  Patrícia Cardoso Batista, Nilza Pereira Crepaldi, Annie Rose dos Santos

  162-180

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  DOI: https://doi.org/10.46230/2674-8266-13-4867

• Curricular internship in English language and the initial training of language and arts undergraduate students Contributions to the pedagogical practice

  Matheus Lucas Almeida, Thaysa Ferreira dos Santos Brayner, Antonio Henrique Coutelo de Moraes

  181-200

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  DOI: https://doi.org/10.46230/2674-8266-13-5005

• The negotiation of knowledge in the context of initial education of English language teachers

  Themis Rondão Barbosa da Costa Silva

  201-220

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  DOI: https://doi.org/10.46230/2674-8266-13-4950

• Contexts of language teacher training Crossings

  Karin Adriane Henschel Pobbe Ramos, Kelly Cristiane Henschel Pobbe de Carvalho

  221-236

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  DOI: https://doi.org/10.46230/2674-8266-13-4956

• Emergency distance learning and additional language teacher training

  Marina Lopes Ribeiro, Stephanie Godiva, Ebal Sant’Anna Bolacio Filho

  237-256

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  DOI: https://doi.org/10.46230/2674-8266-13-5010

• Reflective practice in teacher training of Spanish as foreign language

  Yessy Villavicencio Simón, Lizandra Rivero Cruz, Ivan Gabriel Grajales Melian

  257-273

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  DOI: https://doi.org/10.46230/2674-8266-13-4895

• Pedagogical practices and teacher education for the bilingual context An unequivocal relationship

  Luana Francine Mayer, Rosana Mara Koerner, Marly Krüger de Pesce

  274-294

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  DOI: https://doi.org/10.46230/2674-8266-13-4953

• Knowledge’s ownership of the Collaborative Continuing Formation with focus in the production and rewriting on beginning years

  Jocieli Aparecida de Oliveira Pardinho, Terezinha da Conceição Costa-Hübes

  295-316

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  DOI: https://doi.org/10.46230/2674-8266-13-4931

• Ára Ayvu Regua Indigenous teachers’ education

  Fernanda Martins Felix, Neiva Gabriel Fernandes

  317-337

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  DOI: https://doi.org/10.46230/2674-8266-13-4991

• Formation of Language Teachers in Roraima From Extended Linguistic Education to the New Epistemologies

  Cora Elena Gonzalo Zambrano, Marcus Vinícius da Silva, Fernanda Sousa Lima

  338-358

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  DOI: https://doi.org/10.46230/2674-8266-13-5161

• Narratives and portraits of professors in a Spanish licentiate course in a federal institution

  Antonio Ferreira da Silva Júnior

  359-380

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  DOI: https://doi.org/10.46230/2674-8266-13-5179

• The Language Teacher Identity Formation A Case Study Involving TEFL Undergraduate Students

  Victoria Oliveira da Silva, Larissa Dantas Rodrigues Borges

  381-402

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  DOI: https://doi.org/10.46230/2674-8266-13-5191

Essays

• Between not yet and past hyperconnected society and digital culture

  Luiz Fernando Gomes

  403-408

  • PDF (Português (Brasil))
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  DOI: https://doi.org/10.46230/2674-8266-13-5480

Interview

• Self-confrontation and teacher education Dialogues and contributions

  Daniel Faïta, Elisandra Maria Magalhães

  409-436

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  DOI: https://doi.org/10.46230/2674-8266-13-5473