From the real to desirable: Portuguese Language teachers’ practices and training

Abstract

In the face of the broader social transformations, education and teachers of Portuguese Language are affected. Thus it appears demands of reforms of teaching that reflect changes in the curriculum, in the teaching practices and also in the formation of new profiles of readers and writers. It occurs due to the unsatisfactory results students have presented in the external evaluations. This research aims at describing and discussing how Portuguese Language teachers understand initial and continuous training courses and how they are effective in teaching practices mobilized daily in the classroom, in an inter-transdisciplinary, critical and multicultural perspective. It is a qualitative-interpretative research and data were collected with the use of an online questionnaire with objective and subjective questions. The corpus of analysis consisted of excerpts of information generated in the questionnaire. The results point out it is essential to reinvent the Letters curricula. It is necessary in order to foster in the process of teacher training events and new practices of literacy as a potential to enhance training for the recognition of linguistic-discursive diversity and the development of practices that problematize the world, the school and the classroom complexity, especially through significant public policies.