Abstract
In this paper, we explore the topic of teacher education focused on teaching literature through a discursive analysis of interactions between two prospective teachers (undergraduate students) in a teaching, research, and extension project. Drawing on Sociodiscursive Interactionism and studies on literary literacies/literature literacy, we interpret the representations of teaching act concerning reading workshops conducted with students in a primary school. The analysis allows us to affirm that the participants are appropriating socially available pre-constructed knowledge and undergoing processes of awareness-raising regarding models of action that prioritize discursive communication and the aesthetic and ethical dimensions of interaction between primary school students and literary texts. We observe that this type of analysis during initial teacher education can help understand how prospective teachers discursively construct their professional knowledge in assigning meaning to teaching literature.
Keywords:
Teacher Education; Literary Literacies; Teaching Literature; Sociodiscursive Interactionism; Teaching Act