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Previous issue date: 2010-12-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The constitution of being a teacher of Portuguese occurs in a dynamic process involving
various factors, such as the requirements of regulatory documents, the context of teacher
formation, and the configuration of current society, per se. This study is aimed at reflecting on
the initial formation of teachers of Portuguese and on official documents that face this
formation, raising the following questions: (1) what does it mean to be a Portuguese teacher?
(2) what is the vision of the subjects (teachers and students) involved with the formation of
teaching the Portuguese Language? (3) how do these individuals deal with official
documents? and (4) how do these subjects discourses relate? To understand the context of the
formative processes and the knowledge inherent in them, first we take the studies of Garcia
(1999) and Tardif (2002) as a theoretical framework, and to understand and interpret the
utterances of the interviewees, we were grounded in the writing of Bakhtin (2003), for whom
the object of the Humanities, the sciences of man, is the text, since man is, by nature, an
expressive being. We situate this study in the framework of qualitative research. It is a
multiple case study that focuses on two contexts: formation of teachers of Portuguese at the
University of Minho, Portugal, and the Federal University of Rio Grande do Norte, Brazil.
The data that make up the research corpus come from documents elaborated by the Ministries
of Education of Portugal and Brazil and were adopted by the two teacher formation
institutions cited, from individual interviews involving eight trainer teachers (four from each
university), and from two group-interviews (one in each institution), done with students in
training. Our analysis is divided into three stages: first, document analysis; second, analysis of
the discourse of the teachers in both contexts studied; and, third, analysis of the speech of the
students in training. It is noteworthy that our purpose in this research was not to come out
with a definition like being a teacher of Portuguese is X, but we are interested, above all, in
discussing the issues surrounding initial formation, seeking different points of view, and
hearing voices coming from different social positions for better understanding our object of
study. Our analysis reveals that the initial formation of teachers of Portuguese, both in
Portugal and Brazil, occurs in a complex way, under the influence of various factors,
including: (a) difficulties in having the individuals involved adapt to the demands of
regulatory agencies; (b) students and teachers adequacy to the organizational model of the
post-secondary institution; (c) teachers difficulties to deal with the learning problems of
students who have limited schooling basis and come from distinct socioeconomic realities; (d)
a search for the establishment of methodologies for teaching and learning the Portuguese
Language more adequate to reality; and (e) a search for a definition of professional
knowledge needed for the teaching practice / A constitui??o do ser professor de Portugu?s se d? em um processo din?mico no qual
muitos fatores est?o implicados, tais como: as exig?ncias dos documentos reguladores, o
contexto de forma??o docente e a pr?pria configura??o da sociedade atual. Neste estudo, o
nosso foco ? refletir sobre a forma??o inicial de professores de Portugu?s e sobre os
documentos oficiais que se voltam para essa forma??o, os quais nos suscitaram os seguintes
questionamentos: o que significa ser professor de Portugu?s? Qual a vis?o dos sujeitos
envolvidos com a forma??o para o ensino de L?ngua Portuguesa (professores e alunos)? Como
esses sujeitos lidam com os documentos oficiais? E, finalmente, como esses discursos se
relacionam? Para entender o contexto dos processos formativos e os saberes que lhes s?o
inerentes, tomamos como referencial te?rico, principalmente, os estudos de Garcia (1999) e
Tardif (2005) e, para compreender e interpretar os enunciados dos entrevistados, ancoramonos
em escritos de Bakhtin (2003), para quem o objeto das Ci?ncias Humanas, ci?ncias do
homem, ? o texto, uma vez que o homem ?, por natureza, um ser expressivo. Situamos este
estudo no ?mbito da pesquisa qualitativa. Trata-se de um estudo de casos m?ltiplos, pois tem
dois contextos como foco: a forma??o de professores de Portugu?s na Universidade do
Minho/Portugal e na Universidade Federal do Rio Grande do Norte/Brasil. Os dados que
comp?em o nosso corpus adv?m de documentos elaborados pelos Minist?rios da Educa??o de
Portugal e do Brasil e adotados pelas duas institui??es de forma??o citadas, de entrevistas
individuais realizadas com oito professores formadores (sendo quatro de cada universidade) e
de duas entrevistas coletivas (uma em cada institui??o), realizadas com alunos em forma??o.
Nosso percurso de an?lise est? dividido em tr?s momentos: no primeiro, fizemos an?lise dos
documentos; no segundo, a do discurso dos professores nos dois contextos estudados e; por
fim, a da fala de alunos em forma??o. Destacamos que, nesta pesquisa, nosso prop?sito n?o
foi chegar a uma defini??o do tipo: ser professor de Portugu?s ? X , mas nos interessou,
sobremaneira, discutir a problem?tica que cerca a forma??o inicial, buscar pontos de vista
distintos e ouvir vozes vindas de lugares sociais diferentes para melhor compreender nosso
objeto de estudo. A nossa an?lise mostra que a forma??o inicial de professores de Portugu?s,
tanto em Portugal quanto no Brasil, ocorre de forma complexa, sob a influ?ncia de fatores
diversos, entre os quais destacamos: 1) as dificuldades de adequa??o dos sujeitos envolvidos
?s exig?ncias dos ?rg?os reguladores; 2) a adequa??o de alunos e professores ao modelo
organizacional da institui??o de ensino superior; 3) as dificuldades dos professores de lidar
com os problemas de aprendizagem de alunos que v?m de uma forma??o escolar b?sica e
oriundos de realidades socioecon?micas distintas; 4) a busca pelo estabelecimento de
metodologias de ensino-aprendizagem de L?ngua Portuguesa mais adequadas ? realidade e; 5)
a procura pela defini??o dos saberes profissionais necess?rios para o exerc?cio docente
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14364 |
| Date | 21 December 2010 |
| Creators | Silva, Andrea Jane da |
| Contributors | CPF:04761391472, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793534Y1, Benevides, Araceli Sobreira, CPF:08750079883, http://lattes.cnpq.br/0001733569978457, Rocha, Maria Antonia Teixeira da, CPF:27177530444, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727371Z7, Alves, Maria da Penha Casado, CPF:24162906491, http://lattes.cnpq.br/7377731555637172, Barbosa, Tatyana Mabel Nobre, CPF:00827105632, http://lattes.cnpq.br/6982452047842223, Oliveira, Maria Bernadete Fernandes de |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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