From meaning to practice: pedagogy students' perceptions on dictionary use

Abstract

This research investigates the understanding and use of the dictionary by Undergraduate Pedagogy students at a federal university, analyzing its relevance for teaching practice in Basic Education. The problem focuses on the lack of lexicographic literacy in initial teacher training, which may compromise the use of the dictionary to its full potential. Grounded in the works of authors such as Biderman (2001) and Krieger (2019), the study adopted a qualitative methodology, applying questionnaires to students in their final term. The data, analyzed in light of the BNCC (2017) and the theoretical framework, reveal a formative gap regarding the critical and creative use of the dictionary. The study concludes that the inclusion of systematic lexicographic literacy activities – such as the production of glossaries and the exploration of both digital and printed dictionaries – is imperative. Such strengthening is essential to ensure consistent pedagogical mediation and the lexical expansion of students during the literacy process.