Construção da identidade profissional de professores na universidade: Aprendendo a partir de sua prática diarista

Abstract

The present article presents results from a PhD research and further studies on the same data, diaries produced by university sophomore students engaged in academic reading and writing practices. Diaries were collected along the year and contain information about the process of learning and also of becoming a professional. The linguistic-discursive analysis shows: genres chosen by students to express themselves, according to the way they understand relationship with their teacher; use of metaphors to express changes in how they understand knowledge, conflicting voices as they critically observe practices and position themselves as coming-to-be teachers. Final comments are stated concerning teacher education.