Diversidade cultural n currículo de formação de professores de Dlíngua portuguesa no ProfLetras

Abstract

The present research presents the results of a study that aimed to understand what would be the relationships between the conception of language and cultural diversity in the curriculum of the Professional Master's Degree in Letters (ProfLetras) and what would be the relevance of this approach (the one that thinks the language in relation to its cultural dimension) for the context of Portuguese teacher training. For this, this study was developed based on the assumptions of interpretivist qualitative research and consists of two stages, the first composes the set of data collected and refers to the analysis of the ProfLetras curriculum and its regulatory documents - program implementation project, course syllabi, regulations and resolutions. The second stage, the set of data generated, was composed of a semi-structured interview conducted with six teachers linked to ProfLetras - graduates, trainers and coordinators of two of the five units of this master's program in Bahia: the State University of Feira de Santana (UEFS) and the Federal University of Bahia (UFBA). As a theoretical contribution, the research is based on studies in Applied Linguistics (AL) with a focus on the training of Portuguese language teachers, based on the sociointeractionist conception of language (BAKTHIN, 1992) and language as culture (KRAMSCH, 2017; MENDES, 2008). To understand the curriculum, the analysis is based on studies of post-critical theories (SILVA, T., 2017), multiculturalism (CANDAU, 1997; CANEN, 2011; MOREIRA, 2001, ARROYO, 2013) and power relations (APLLE, 2006) implied in this debate. From the data analysis, based on the study of the curricular reformulation of ProfLetras, it was possible to verify that, although the formal curriculum of the program does not bring a proposal widely directed to cultural diversity for the teaching of Portuguese language, considering the Brazilian multicultural context, the approach of cultural diversity for the teaching of Portuguese language is present in the reports of the teaching practice of the participants of this study, in the experiences in their respective contexts of action, as well as in the research carried out by them. It is a theme that guides them insofar as they understand language also in its critical perspective. In addition, from the participants' speech, it was observed the need to re-evaluate the curricular organization of ProfLetras, since the proportion of workload dedicated to disciplines related to phonetic and phonological studies places disciplines with this theoretical focus in the two categories - mandatory and optional, being more contemplated in the curriculum, while there are other disciplines with debates even more aligned with the proposal of the program that are not attended by all because they are optional.