A formação inicial do professor de língua portuguesa na contemporaneidade: permanências e deslocamentos

Abstract

Education has revealed, over time, a fundamental area for the exercise of citizenship. However, even though it is of significant importance, this axis is often neglected by the competent entities, which aggravates issues such as lack of interest and dropout of students. As a complication, there is a growing discrepancy between the ubiquity of the digital environment in people’s lives in general and the necessary formality, objectivity, rigidity and productivity, present in teaching and learning environments. In this regard, it is important to highlight the fact that digital environments are usually endowed with their own languages and dynamics and that, even without formal instruction, they are understood proficiently by students. This scenario indicates that these different languages, coming from virtual media, can be profitably mediated by teachers, both in Basic Education and Higher Education. Therefore, the analysis of university curricula, especially those referring to the courses of Degree in Letters Portuguese, of the Federal University of Paraná (UFPR), State University of the Center-West (UNICENTRO) and Federal Technological University of Paraná (UTFPR), can help elucidate part of this mismatch, in any case blatant for its practical results in Basic Education and Higher Education. Considering this context, the present research was organized based on the following question: does the initial training of teachers, in the course of Letters offered by UFPR, UTFPR and UNICENTRO, dialogue with digital language practices, mobilized by literacies, for the teaching of Portuguese Language? Based on this question/problem, the central objective of this study was to analyze how the curricula of initial teacher education trigger and mobilize literacy practices, considering the language practices coming from the digital environment. The analyses were performed based on the qualitative-interpretative methodology, combined with documentary and content analysis. The theoretical framework was based on scholars of contemporary education, such as Paula Sibilia (2012; 2016), Miguel Arroyo (2017) and Henry Giroux (1992); reflections on multiliteracy, by Angela Kleiman (2006; 2016), Bill Cope, and Mary Kalantzis (2020); and studies on teacher education and curricula by Tomaz Tadeu da Silva (2013; 2021), Maurice Tardif (2014) and José Augusto Pacheco (2005; 2014). results of the analyses indicated that the curricula partially contemplate the selected parameters: the proposal of curricular organization focused on the training of research teachers was the most present in the documents, often manifesting itself in a transversal way; literacy practices were partially considered, mainly with indirect propositions or related to Sociolinguistics studies; finally, the studies on the practices of languages from the digital environment were the ones that had the least expressiveness in the curricula analyzed. That is, curricular documents of the UFPR Literature course, for example, manifested greater traditional permanence in its proposal of initial teacher training, while the teaching documents of UNICENTRO and UTFPR evidenced greater displacements in order to meet the demands of contemporaneity through education.