Abstracts Language, Literature, and Linguistic

Abordagens plurilíngues na formação permanente (continuada) de professores de português da educação básica pública no Brasil : uma proposta de pesquisa-ação-formação

by Sweder Souza

Abstract: This work presents the results and reflections generated based on a proposal for a Permanent (Continued) Training for Portuguese Language Teachers in Brazilian public Basic Education, whose objective was to highlight how the Didactics of Plurilingualism, linked to a strand for language teaching-learning with a pluricentric vision (CANDELIER; CASTELLOTTI, 2005; ANDRADE; ARAÚJO E SÁ, 2012, among others), it can contribute to better pedagogical practices, from a perspective of Education for linguistic democracy (FREIRE, [1968] 2019; DE MAURO, 2018). In a plurilingual context that increasingly surrounds society, linguistic, sociocultural, pragmatic, discursive and political knowledge (FARACO, 2008, 2016, 2020, 2022, 2023; BAGNO, 2005, 2019, 2020, 2023; ANTUNES 2014, 2017 , 2019; GERALDI 1984, 2020, among others) are necessary and spark the academic-scientific debate around them, especially based on the experiences of teachers who are in Permanent (Continued) Training. The training had the effective participation of 10 teachers and allowed collecting material to analyze the appropriation of a plural perspective by the participating teachers and (re)think teaching-learning practices. The Training was organized based on a Freirean approach and a research-action-training methodology (BEAUMONT; MOORE, 2020; LAFORTUNE, 2006; PRUD'HOMME; GUAY, 2011; THIOLLENT, 2004; CHARLIER; DAELE; DESCHRYVER, 2002 ; PAILLÉ, 1994, among others), in which knowledge was constructed collaboratively and with an emphasis on the training of all actors involved in the research. The training was organized into five theoretical-practical blocks, respecting the assumptions of research-action-training. Throughout the training, instruments were used to generate the data that made up the Linguistic Biography of the participants. These Biographies were analyzed, resulting in the development of participants' plurilingual and intercultural skills. It is expected, then, that, based on the analyzes and debates of the results presented, this work can contribute to the development of plurilingual and investigative pedagogical-didactic skills that allow the teacher to act, in a transformative and emancipatory logic, in their work contexts, thus promoting Linguistic Education.