The present thesis is the result of research carried out on the initial training of language
teachers in an undergraduate degree in Language Arts. This case study aimed to analyze
rationalized internship practices in the voice of the teacher in initial training to identify their
perceptions about training and teaching performance in the learning process, inserted in two
training spaces - the university and the field school. For this purpose, we chose as the subject
reports of the experiences of students graduating from the Federal University of Tocantins
between 2016 and 2018. We considered as corpus 1. twelve testimonials generated from semistructured interviews; 2. notes made in a field diary produced by observing the practice in the
Supervised Internship subject of a university professor; 3. testimonials from Basic Education
professionals associated to the State Education Secretariat of Tocantins, in the city of Araguaína
(SEDUC-TO). As a theory of narrative analysis, we gathered discursive semiotics, using the
categories of narrative syntax, considering the relationships operated under the regime of
manipulation that implied transformations in the narrative path. Discursive semantics refers to
it considering themes and figures that build an image of the school and the teacher training in
the discourse of the interns. Based on the reviews brought by socio semiotics regarding
narrativity, we dedicated chapters of analysis from the perspective of interaction regimes, issues
related to the semiotics of space, in addition to the modalizations and passionate effects arising
from the relationships between subjects and objects and between subjects/objects and practices,
signaling, finally, a semiotic of the experienced. In this direction, we mobilized semiotics
considering the levels of the relevance of a theory that describes the data and offers a way of
analysis of teaching practices. Although teacher training is procedural and takes place during
professional life, complexified in everyday experience, and is a continuous process, the initial
training has the challenge of getting closer to effective teaching practice beyond strictly
academic demands.
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