Saberes docentes e desafios no ensino de Português língua estrangeira na atuação de professores em formação
Abstract
The projection of Brazil in the political-economic scenario and the internationalization of
Brazilian universities have amplified the demand for qualified professionals to teach Portuguese
as a Foreign Language (PFL). As a consequence, it is acknowledged that PFL teachers must be
prepared to deal with the challenges that arise from teaching their mother tongue as a foreign
language, which highlight the necessity and relevance of studies focusing on the preparation
process of PFL teachers. According to Leffa (2001), one of the most discussed topics within the
teacher education is the importance to differentiate the term teacher education from the term
training. The former is related to the teachers’ reflection process according to their own teaching
practice, and the latter is connected to the execution of tasks that achieve immediate results. In
order to foster the reflective practice, it seems to be necessary to create opportunities, so teachers
can, collaboratively, with other colleagues, engage themselves in a process of developing a
broader comprehension related to the teaching and learning processes. Therefore, it is relevant
the presence of, at least, one expertise teacher. Following this premise, the overall objective
of this study is to reflect on the teachers knowledge that pre-service teacher education operate
in the teaching of Portugues as a Foreign Language or as a Second Language in immersion
context. The specific goals of this study are to analyze expectations related to the teaching of
PFL (prior teaching knowledge) presented by pre-service teachers, to verify which knowledge
teachers operationalize in practice to deal with teaching specificities (linguistic and cultural),
analyze the types of challenges teachers face when they are teaching their native language for
speakers of other languages, and to explore context variables in teacher’s practice. This research is
theoretically based on studies on reflective processes of teacher education and teachers knowledge
(SHULMAN, 1987; SCHÖN, 2000; TARDIF E RAYMOND, 2000; LEFFA, 2001; CHARLOT,
2005; ZEICHNER, 2008; DUTRA, 2010, ALVAREZ, 2010; KANEKO-MARQUES, 2011;
ROCHA E GILENO, 2016), and its methodology will rely upon an ethnographic qualititative
perspective. The contexts of data collection were in Brazil (pre-service teacher education). We
indicate as the main result of this research the need to carry out collaborative work with the pre-
service teacher education and to create opportunities so that they can develop reflective practice
on the pedagogical action. We expect that this study will contribute to a better understanding of
specificities related to PFL teaching practice, in Brazilian contexts, allowing pre-service teachers
to (re)define their pedagogical practices.