RESEARCH, ETHNOGRAPHY AND TEACHING PRATICUM: SOME POSSIBILITIES IN THE LANGUAGE TEACHER EDUCATION
Abstract
This paper is an essay stemming from reflections on the need to enhance the quality of observation in teaching practices, drawing on experiences gained during supervised internships /teaching practicum and the PIBID program through research. The aim is to discuss possibilities for teacher education based on the view of the practicum as a catalyst for reflection on teaching practice—facilitated by ethnographic research within the contexts of PIBID and supervised internships/practicum—as implemented in the Language and Literature program at a state university in southern Bahia. We address concepts related to practicum, research, and ethnography to discuss their potential and analyze their contributions to teacher education. By viewing the practicum as a space for research, the relationship between the teacher-in-training, the school, and the individuals within it is redefined, allowing for a deeper understanding of the complexity and essence of the teaching profession. Through the interplay of research and teacher education, teaching practice fosters a critical, investigative, and ethical educational process—one that recognizes the various individuals involved as protagonists in their own learning journeys and acknowledges practicum and PIBID as spaces for knowledge construction, reflection on practice, and the transformation of the relationship between the university and the public-school system.