Dispositivos de formação de professores e políticas de inclusão em Goiás: condições de (in) possibilidade

Abstract

This study aims to present an analysis proposal about the influence of the Portuguese Language Olympiad Writing the Future (OLP) in the process of continuous formation and in classrooms practices of the teachers. With these challenging goals, and giving a special attention to the active responsive comprehension process typical of the dialogy (BAKHTIN, 2016), the intention of this study is, more accurately, to verify how and to what extent the theoretical-methodological orientations given to them interfere in their teaching conceptions and, more specifically, on production, reproduction and contradiction of the concepts about teaching the written language. Besides that, considering that the Olympiad is a program that emphasizes the propagated perspective of “Education for All”, it also aims to analyze if the principles of an education for the diversity are evident in teachers’ voices. In other words, if the statements express distance or approximation between the theory (expressed in legal documents that deal with the subject) and the teachers’ experiences in these areas. The speeches analysis exercise is possible through the “reports of practice” study (final texts produced by the teachers registered in the Olympiad that evidence their path in the program). Our results point to the possibility of production of a system of dispersion in formation by effects of contradictory meaning coming from a graduation that goes from mere reproduction to the refraction of concepts, objects and enunciative modalities by the teachers (FOUCAULT, 1992).