Formação de professores de língua portuguesa na educação básica: as complexas relações entre teoria e prática

Abstract

This work has as object the analysis of the relationship between theory and practice in the training of teachers working in basic education. Its goal is to see how the formation of an educator is linked to memories, including collective, historical constitution of the discipline Portuguese, the language practices undertaken in the classroom, the readings, the dialogic experiences with other educators and parameterization movement that places the concepts of language and contributes to the development of activities and didactic sequences. To conduct this study, we consider the object in its historical (Soares, 1998; Marcuschi, 2008) and discursive perspective (Bakhtin, 2011; Foucault, 2010), also grounded in theorists who seek to combine theory and practice and official documents of the Education Administration Office that wants this integration. We note that questions woven by educators in the formative meetings are mainly focused on the agglutination of the theory and practice dichotomy, given that in addition to the reflections guided by researchers in education, the need for teachers involve ideas and practices for teaching mother tongue, allowing the students meaningful learning. We conclude that it is urgent that in addition to the availability of documents and theoretical books, educational policies also turn to continuing education that promotes exchange of successful experiences in the classroom, projects and dialogue between educators, which will certainly enrich the Portuguese classes.