Este trabalho realiza uma análise de projetos de docência de língua portuguesa e literatura desenvolvidos no âmbito da formação inicial de professores. O corpus para análise foi constituído de trinta e oito (38) projetos elaborados nas disciplinas Ensino de Literatura Brasileira e Estágio Docente de Português no Ensino Fundamental, oferecidas, respectivamente, na sexta e na sétima etapas do curso de Licenciatura em Letras em uma Instituição de Ensino Superior do estado do Rio Grande do Sul. Partese das concepções de linguagem e literatura presentes na obra do círculo de Bakhtin, dos estudos sociológicos de Candido (2000, 2006), Bourdieu (1992) e Escarpit (1970, 1978) sobre a esfera literária e do panorama de discussões sobre educação linguística e letramento, (BAGNO; RANGEL, 2005; BRITTO, 2007), letramento literário (PAULINO; COSSON, 2009; COSSON, 2011) e projetos educacionais (HERNÁNDEZ, 1998; SIMÕES et al., 2012) para a elaboração de princípios considerados importantes no planejamento e na execução da docência em língua portuguesa e literatura. A análise dos projetos busca compreender de que modo os projetos de professores em formação respondem a essas discussões, que se fazem presentes na bibliografia comum das disciplinas, com a leitura dos Referenciais Curriculares da Secretaria da Educação do Rio Grande do Sul (2009). / This research analyzes Portuguese and Literature teaching projects, developed in the context of teachers initial training. The data corpus analyzed was constituted by thirty eight (38) projects elaborated in the university courses of Brazilian Literature Teaching and Portuguese Teaching Internship. The courses have been offered in the sixth and seventh phases of Letras degree, respectively, in a University in Rio Grande do Sul (Brazil). The research is based on the conceptions of language and literature found in Bakhtin's circle work; Candido (2000, 2006), Bourdieu (1992) and Escarpit's (1970, 1978) sociological studies on the literary sphere and the landscape of discussions regarding linguistic education and literacy (BAGNO; RANGEL, 2005; BRITTO, 2007), literary literacy (PAULINO; COSSON, 2009; COSSON, 2011) and educational projects (HERNÁNDEZ, 1998; SIMÕES et al., 2012) for elaborating the principles considered important in planning and executing Portuguese and Literature teaching. The projects analysis are aimed at understanding how projects elaborated by teachers in training respond to these discussions, which are present in the two courses common bibliography, through the reading of Rio Grande do Sul curriculum referential (2009).

Este trabalho realiza uma análise de projetos de docência de língua portuguesa e literatura desenvolvidos no âmbito da formação inicial de professores. O corpus para análise foi constituído de trinta e oito (38) projetos elaborados nas disciplinas Ensino de Literatura Brasileira e Estágio Docente de Português no Ensino Fundamental, oferecidas, respectivamente, na sexta e na sétima etapas do curso de Licenciatura em Letras em uma Instituição de Ensino Superior do estado do Rio Grande do Sul. Partese das concepções de linguagem e literatura presentes na obra do círculo de Bakhtin, dos estudos sociológicos de Candido (2000, 2006), Bourdieu (1992) e Escarpit (1970, 1978) sobre a esfera literária e do panorama de discussões sobre educação linguística e letramento, (BAGNO; RANGEL, 2005; BRITTO, 2007), letramento literário (PAULINO; COSSON, 2009; COSSON, 2011) e projetos educacionais (HERNÁNDEZ, 1998; SIMÕES et al., 2012) para a elaboração de princípios considerados importantes no planejamento e na execução da docência em língua portuguesa e literatura. A análise dos projetos busca compreender de que modo os projetos de professores em formação respondem a essas discussões, que se fazem presentes na bibliografia comum das disciplinas, com a leitura dos Referenciais Curriculares da Secretaria da Educação do Rio Grande do Sul (2009). / This research analyzes Portuguese and Literature teaching projects, developed in the context of teachers initial training. The data corpus analyzed was constituted by thirty eight (38) projects elaborated in the university courses of Brazilian Literature Teaching and Portuguese Teaching Internship. The courses have been offered in the sixth and seventh phases of Letras degree, respectively, in a University in Rio Grande do Sul (Brazil). The research is based on the conceptions of language and literature found in Bakhtin's circle work; Candido (2000, 2006), Bourdieu (1992) and Escarpit's (1970, 1978) sociological studies on the literary sphere and the landscape of discussions regarding linguistic education and literacy (BAGNO; RANGEL, 2005; BRITTO, 2007), literary literacy (PAULINO; COSSON, 2009; COSSON, 2011) and educational projects (HERNÁNDEZ, 1998; SIMÕES et al., 2012) for elaborating the principles considered important in planning and executing Portuguese and Literature teaching. The projects analysis are aimed at understanding how projects elaborated by teachers in training respond to these discussions, which are present in the two courses common bibliography, through the reading of Rio Grande do Sul curriculum referential (2009).

Este trabalho realiza uma análise de projetos de docência de língua portuguesa e literatura desenvolvidos no âmbito da formação inicial de professores. O corpus para análise foi constituído de trinta e oito (38) projetos elaborados nas disciplinas Ensino de Literatura Brasileira e Estágio Docente de Português no Ensino Fundamental, oferecidas, respectivamente, na sexta e na sétima etapas do curso de Licenciatura em Letras em uma Instituição de Ensino Superior do estado do Rio Grande do Sul. Partese das concepções de linguagem e literatura presentes na obra do círculo de Bakhtin, dos estudos sociológicos de Candido (2000, 2006), Bourdieu (1992) e Escarpit (1970, 1978) sobre a esfera literária e do panorama de discussões sobre educação linguística e letramento, (BAGNO; RANGEL, 2005; BRITTO, 2007), letramento literário (PAULINO; COSSON, 2009; COSSON, 2011) e projetos educacionais (HERNÁNDEZ, 1998; SIMÕES et al., 2012) para a elaboração de princípios considerados importantes no planejamento e na execução da docência em língua portuguesa e literatura. A análise dos projetos busca compreender de que modo os projetos de professores em formação respondem a essas discussões, que se fazem presentes na bibliografia comum das disciplinas, com a leitura dos Referenciais Curriculares da Secretaria da Educação do Rio Grande do Sul (2009). / This research analyzes Portuguese and Literature teaching projects, developed in the context of teachers initial training. The data corpus analyzed was constituted by thirty eight (38) projects elaborated in the university courses of Brazilian Literature Teaching and Portuguese Teaching Internship. The courses have been offered in the sixth and seventh phases of Letras degree, respectively, in a University in Rio Grande do Sul (Brazil). The research is based on the conceptions of language and literature found in Bakhtin's circle work; Candido (2000, 2006), Bourdieu (1992) and Escarpit's (1970, 1978) sociological studies on the literary sphere and the landscape of discussions regarding linguistic education and literacy (BAGNO; RANGEL, 2005; BRITTO, 2007), literary literacy (PAULINO; COSSON, 2009; COSSON, 2011) and educational projects (HERNÁNDEZ, 1998; SIMÕES et al., 2012) for elaborating the principles considered important in planning and executing Portuguese and Literature teaching. The projects analysis are aimed at understanding how projects elaborated by teachers in training respond to these discussions, which are present in the two courses common bibliography, through the reading of Rio Grande do Sul curriculum referential (2009).

This master’s thesis investigates poetic text writing through a teaching project conducted on a secondary school class in Sweden. Inspired by ekphrastic poetry, the teaching project consisted of poetry and literature reading. The students visited a sculpture related to the literature, upon which they wrote poetic texts about the sculpture. The main purpose of the study is to describe how teaching in the Swedish subject can make use of Swedish language teaching by developing students’ poetic texts that touches on topics such as living conditions and identity. Drawing from thematic narrative analysis, most notably Bamberg’s positioning model, the analysis investigates the narratives constructed in the students’ poetic texts as well as identity aspects negotiated through the narratives. The students’ identities were further discovered through participant observation and semi-structured interviews to deepen the understanding of the meeting between art, identity and learning.The general perception drawn from the interviewees’ answers is that the Swedish subject rarely includes knowledge of nor writing of poetic texts. However, the study emphasises that poetry could have an integral part of the education in the Swedish subject in secondary education.The results show that the students’ poetic texts tend to relate to the sculpture and the physical environment, as well as the social context of the environment. Furthermore, the identities of the students were shown to have a high relevance in the writing process. The teaching project was based on principles of culturally sustaining pedagogy and aimed at contributing to the sociocultural support of the school. As the students’ language and cultural backgrounds proved to be significant in the writing process, it became evident that multilingualism was a natural part of the student’s everyday school life.