| Summary: | We present results of a research project (CNPq 458449/2014-8) on the role of writing in teachers’ education and its relation to knowledge. We start by point out that, according to our work, even when reports present rich information about a class, they seldom bring analyses that use that information as data. Our hypothesis is that this mainly descriptive attitude is related to a difficulty in handling the polyphonic dimension of language, be it in listening (when observing classes), be it in writing (when composing a text on the class). In order to better describe that problem, we adopt Bakhtin’s concept of “polyphony” and propose to discuss how students deal with problems deriving from the need to represent different “voices” in their discourse. We ask: a) if it is possible to find polyphony in reports; b) how we can describe some texts that are neither polyphonic nor monologic; c) how handling polyphony in writing is related to the production of knowledge about teaching. Our data consist of excerpts taken from a corpus of 261 internship reports. Our analyses resulted in three categories that describe different situations found in our data: monologic comments, bivocal hesitation and cacophonic witness.
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