Resumo:
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.
