Knowledge of experience and mother tongue teaching: reports of teachers in initial training

Abstract

The objective of the article is to apprehend knowledge, representations and assumptions about mother tongue teaching, learning the alphabetic writing system in biographical reports of Pedagogy students enrolled in the Portuguese Language Teaching discipline. The methodology used was supported by Biographical Research in Education: Based on (auto)biographical reports, which we understand as a self-enactment, we seek to locate clues that point to knowledge about learning and teach mother tongue so that, based on this knowledge, we could expand and/or problematize them. The material analyzed here consists of 30 reports collected in 2021.1. We conclude that students, in general, bring quite traditional notions about language teaching, still understanding that teaching language is teaching normative grammar, and learning to write is almost always seen as a mechanical act, even though there is the perception that the way whose learning took place was not pleasant.