Practical reflections about the Portuguese language teachers formation: the memorial construction

Abstract

In this article, we propose to reflect about the role of university in the teaching practice, especially in relation to the language field. To accomplish this objective, we take as base determinate confluences of teaching and learning process, with the memory and the identity of the student that become able to professorship. We believe that the construction of teacher’s identity is a process that, necessarily, passes through academic formation; so the relevance of the subjects grouped under the rubric teaching practice. Our proposal starts from the student’s memory, which, by means of the teacher intervention, acts like a bridge for the construction of a professor identity, relating learning contents to teaching methodology practice. In this way, we think it is important to consider the reality of this student, forthcoming teacher, and the objectives of formation he wants to conclude.