Entre acertos e descontinuidades: políticas de formação de de professores de Língua Portuguesa na Bahia e perspectivas de inovação

Abstract

The present paper, based on Transdisciplinary and Critical Applied Linguistics uses, as theme, the training program of Portuguese Language educators as their mother language. More specifically, it is to challenge, in general, what the training program of Portuguese Language educators as a mother language in the state of Bahia offers, based on the analysis of the Teacher Training Program GESTAR. Furthermore, it is also debated, based on said program, that the conception of language and speech is taught in such classes, as well as the service of which (or of whom) guidelines such conceptions follow. The aim of this study is to analyze the public policies of Portuguese Language education in Bahia for the full formation of educators and, therefore, a qualitative methodology study was undertaken, based on documentary analysis and applied surveys with thirteen school teachers and two coordinators, with the aim of along with the theoretical-critical base, that served as a contribution to research, listening to the voices of the main characters involved in the training process. In the theoretical terms, this research was based, in particular, on Candau (2012), Fleuri (2010), Mendes (2004; 2008), Mignolo (2003), Signorini (2005; 2006) and Walsh (2009). In tune with the approach presented, from a decolonial perspective, it is understood, finally, the need to propose training classes that are based, above all, on a critical formation of educators, which enables them to recognize relations of power between the public policies of formation, the school itself and the power structure in the wider society, creating possibilities for the development of educational proposals informed by emancipatory interests.