A FORMAÇÃO INICIAL DO PROFESSOR DE LÍNGUA PORTUGUESA: UMA REFLEXÃO A PARTIR DA MATRIZ CURRICULAR DA UNIVERSIDADE ESTADUAL DE GOIÁS - INHUMAS

Abstract

This dissertation is part of the "Education, Institutions, and Educational Policies" Research Line of the Master's Program in Education at the Inhumas Faculty. Its central theme revolves around the professional profile that emerges from the initial training of Portuguese Language teachers. Faced with a scenario marked by weaknesses in the teaching and learning process of the mother tongue, as evidenced by low proficiency levels in national exams, and based on the premise that the Portuguese Language teacher plays a fundamental role in the linguistic education provided by schools, this research aimed to investigate the initial training of Portuguese Language teachers, recognizing that this stage of education has a determining influence on the configuration and guidance of their future professional practice. In this context, the overall objective of the research was to identify the professional characteristics resulting from the initial training of graduates in Language and Portuguese Literature. This purpose was based on the guidelines outlined in national reference documents and the curriculum structure of the Language and Literature course at the State University of Goiás – Inhumas Unit. Additionally, we sought to analyze which specific knowledge of the Portuguese language is addressed in this training process. Regarding the specific objectives, the research encompassed the following points: to provide a brief historical overview of Portuguese language teaching in Brazil, highlighting the characteristics of the professionals who worked in each period, as well as to examine the emergence of the first Literature faculties in the country; to analyze the official documents that outline the national curriculum guidelines for undergraduate courses in Language and Literature; to investigate the curriculum framework adopted by the aforementioned institution and identify the desired professional profile for Portuguese Language teachers; and finally, to make a comparison between the foundational documents that guide teacher education programs and the curriculum structure of the Language and Literature course. To conduct the study, a qualitative approach was adopted, using documentary and bibliographical research. The analysis of the collected data followed the methodological principles of content analysis, as outlined by Bardin (2011). In terms of theoretical foundation, the research was primarily based on the works of Antunes (2003), Libâneo (2012, 2019), Luft (2020), Tiballi (2008), and Young (2011). The analysis of national regulatory documents and materials produced by the investigated higher education institution revealed a remarkable alignment between them. The desired professional profile for Portuguese Language teachers in Basic Education is that of an educational mediator, endowed with various skills and competencies, with autonomy and investigative ability standing out as the most significant. It was found that the educational institution aims to provide Portuguese Language teachers with the formation of an autonomous and investigative intellectual. Furthermore, based on the curriculum structure that encompasses linguistic studies, the institution aims to train professionals with a comprehensive understanding of the linguistic phenomenon. Through this research, an attempt was made to establish a connection between this educational project and the current panorama of Portuguese language teaching and learning.