Prática cinematográfica em Português como Língua Adicional: autoetnografia da trajetória de uma professora em formação

Authors

  • Mariana Bulegon Universidade Federal do Rio Grande do Sul
  • Margarete Schlatter Universidade Federal do Rio Grande do Sul

DOI:

https://doi.org/10.12957/soletras.2025.94344

Abstract

We analyzed the developmental trajectory of a teacher working in co-teaching across four editions of the Cinematography Practice course in the Portuguese as an Additional Language Center (NOME_PROGRAMA) at the NOME_IES. The NOME_PROGRAMA is a teacher development center that fosters partnerships between more and less experienced peers to plan and teach classes and reflect on their practice (Costa, 2018). The Cinematography Practice course develops projects in which students learn Portuguese as an Additional Language (PLA) by forming a film crew and producing short films (AUTOR1, 2021). We investigated how peer interaction enabled the teacher in question to gradually move from less to more experienced in the interdisciplinary knowledge required. The methodology used was autoethnography (Chang, 2008): the teacher produced autonarratives about her developmental trajectory based on data generated during lesson planning, email exchanges, and class notes. The analysis shows that, through interaction with more experienced peers in the field of cinema, the teacher expanded her knowledge of cinematic language and techniques, constructing her professional identity as a teacher-author and teacher-author-educator (AUTOR2r, 2017) of an interdisciplinary course.

Author Biography

Margarete Schlatter , Universidade Federal do Rio Grande do Sul

Margarete Schlatter é Doutora em Letras e atua nos cursos de Graduação e de Pós-Graduação em Letras na Universidade Federal do Rio Grande do Sul (UFRGS). Fundadora do Programa de Português para Estrangeiros (PPE/UFRGS). Lidera o grupo de pesquisa Português/Língua Adicional, especializado em práticas de ensino, materiais didáticos, avaliação e formação de professores. Coautora do exame Celpe-Bras e de cursos on-line para o ensino de português como língua adicional e para a formação de professores e de avaliadores da Parte Oral e da Parte Escrita do Celpe-Bras.

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Published

2025-12-20

Issue

No. 53 (2025): The Practices of Language and Literature Teacher Training

Section

Dossiê 53 (set.-dez. 2025): As práticas de formação de professores de língua e de literatura

License

The approval of the article implies the immediate and free transfer of the publication rights in this journal. The author (s) authorize the Postgraduate Program in Literature and Linguistics (PPLIN) to reproduce it and publish it in Revista SOLETRAS, understanding the terms "reproduction" and "publication" in accordance with Definition of article 5 of Law 9610/98. The author (s) will continue to own the copyright for subsequent publications. The article can be accessed by the world wide web (http://www.e-publicacoes.uerj.br/index.php/soletras), being allowed, free of charge, the consultation and the reproduction of copy of the article for own use. Cases of plagiarism or any illegalities in the submitted texts are the sole responsibility of their authors.